NSW Department of Education and Training

NSW DEPARTMENT OF EDUCATION AND TRAINING 

Ethnic Affairs Priorities Statement 

Report 2008

Contents 

INTRODUCTION.....................................................................................................................1 

1. EAPS ACTIVITY AREA 1: PLANNING AND EVALUATION ...........................................2 

1.1 Planning, evaluation and accountability.................................................................2 

1.2 Data collection and research .................................................................................4 

1.3 Resources............................................................................................................10 

2. EAPS ACTIVITY AREA 2: PROGRAM AND SERVICE DELIVERY..............................11 

2.1 Consultation and participation .............................................................................11 

2.2 Anti-racism education ..........................................................................................15 

2.3 Inclusive curriculum and cultural understanding..................................................17 

2.4 English language and literacy programs..............................................................24 

2.5 Targeted and customised programs....................................................................28 

2.6 Community languages.........................................................................................34 

2.7 Student support services .....................................................................................35 

3. EAPS ACTIVITY AREA 3: STAFFING...........................................................................38 

4. EAPS ACTIVITY AREA 4: COMMUNICATION..............................................................46 

5. EAPS ACTIVITY AREA 5: FUNDED SERVICES...........................................................53

INTRODUCTION 

The NSW Department of Education and Training’s 2008 Ethnic Affairs Priorities Statement 

(EAPS) Report provides an overview of activities undertaken to achieve the outcomes of the 

Department of Education and Training’s Ethnic Affairs Priorities Statement Plan 2008-10. 

The strategies, achievements and future directions outlined in this report provide a 

representative sample of these activities. They demonstrate the commitment of the 

Department to maintaining and improving equity in access and outcomes for students from 

culturally and linguistically diverse communities and groups and to supporting harmonious 

and productive community relations. 

Examples of activities are classified under the five Activity Areas listed in the NSW 

Government’s Ethnic Affairs Priorities Statement (EAPS) Standards Framework: 

1. Planning and Evaluation 

2. Program and Service Delivery 

3. Staffing 

4. Communication 

5. Funded Services. 

Specific outcomes, as detailed in the Department’s EAPS Plan, have been identified for the 

five EAPS Activity Areas. Representative highlights related to each outcome are provided 

as: 

Achievements which list outcomes achieved in 2008 

Strategies which highlight service improvement initiatives undertaken 

Future Directions which identify service delivery issues and implications. 

1

EAPS ACTIVITY AREA 1: PLANNING AND EVALUATION 

OUTCOME 

Ethnic affairs strategies are informed by data analysis, research and evaluation, and 

integrated into the planning, evaluation and accountability cycles of the Department. 

1.1 PLANNING, EVALUATION AND ACCOUNTABILITY 

The NSW Department of Education and Training Corporate Plan 2008-2010 provides the 

Department’s vision and guiding principles in establishing collaborative networks with 

partners and stakeholders to reinforce excellence in teaching and learning and ensure that 

students have equitable access to quality learning environments. The goals and strategies 

outlined in the Corporate Plan are inclusive of the needs of all students and staff. 

The Corporate Plan is underpinned by a number of strategic enabling plans, including the 

annual EAPS Plan, that operate across the Department. 

The Department’s Office of Schools Plan 2006 – 2008 provided directions for high standards 

for teaching and learning for all students in all NSW public schools. It is inclusive of the 

learning needs of students from all backgrounds, including students from culturally diverse 

backgrounds, students who speak more than one language and students with different 

religious beliefs and practices. The Stages of Learning strategy papers Our Young Learner 

Strategy, Our Middle Years Learners Strategy and Our 15-19 Year Olds Strategy provide 

additional guidance for regions and schools and also incorporate initiatives that are inclusive 

of the learning needs of students from all backgrounds, including culturally and linguistically 

diverse backgrounds. 

For the TAFE NSW and Community Education portfolio, EAPS activities outlined in this 

report reflect national and state strategic priorities for the vocational education and training 

sector outlined in the NSW State Plan – A new direction for NSW, the NSW Vocational 

Education and Training Strategic Plan 2008-2010, and in the Commonwealth-State 

Agreement for Skilling Australia’s Workforce 2005-2008. 

The Department of Education and Training has dedicated personnel in the Multicultural 

Programs Unit whose role is to ensure the delivery of quality multicultural education and 

training programs and services. The unit provides strategic direction and management in the 

areas of policy development, operations, performance and organisational improvement for 

multicultural education. It coordinates and implements a range of state-wide programs and 

initiatives aimed at improving the outcomes for students from diverse cultural and linguistic 

backgrounds. 

The unit is also responsible for coordinating the Department’s EAPS Report and developing 

the EAPS Plan. In undertaking this task, all education and training sectors and program 

areas of the Department are consulted. 

Achievements 

Major achievements were: 

All regions, TAFE Institutes and state office directorates developed an EAPS Plan 2009, 

including specific strategies for multicultural education and ethnic affairs and reported on 

planning and delivery of relevant programs and services during 2008. 

2

In 2008, the EAPS online reporting process was reviewed and areas for improvement 

identified and addressed. 

Schools 

 

 

All regions, through their equity committees, developed and implemented regional equity 

plans. These included strategies to support schools in the planning, implementation and 

evaluation of multicultural education programs and services, including assistance in 

fulfilling reporting and accountability requirements. In addition, eight regions surveyed all 

schools to monitor progress in implementing the Department’s Anti-racism Policy and 

seven regions surveyed all schools to monitor progress in implementing the Department’s 

Cultural Diversity and Community Relations Policy: Multicultural education in schools. 

All regions planned multicultural education activities. 

TAFE NSW 

 

 

All TAFE NSW Institutes and key central support units reported on planning and delivery 

of relevant programs and services in 2008 against a streamlined set of EAPS strategies 

and indicators endorsed by the TAFE Executive Group. All Institutes developed an 

EAPS Plan 2009. The strategies and indicators are mapped to the EAPS Framework 

Activities and the DET Corporate Goals. 

All TAFE NSW Institutes identified disadvantaged/at risk ethnic minority communities and 

groups as part of Institute planning and evaluation activity. As an outcome of this activity 

targeted courses and programs were developed and/or promoted to identified priority 

ethnic minority communities and groups, including humanitarian program entrants and 

skilled migrants and refugees. For example: 

- TAFE NSW – South Western Sydney Institute identified a range of customised 

courses to be delivered by each of the nine faculties within their core delivery profile. 

These courses were targeted at refugee youth, overseas qualified migrants who need 

up-skilling and gap training as well as bridging English training. Outcomes of these 

courses were reported as part of the faculties’ performance review each semester. 

TAFE NSW – Riverina Institute increased the volume of delivery of ESOL courses 

reflecting ongoing growth in the number of migrants and refugees resettling in the 

region, in particular in Wagga Wagga. The Institute also reviewed equity provision in 

the Institute. A Social Inclusion Unit, including contact officers for clients from non- 

English speaking backgrounds was established as a result. 

Community and Migrant Education 

 

The Adult Migrant English Service (AMES) Business Plan incorporates strategies to plan, 

monitor and evaluate provision to facilitate settlement for newly arrived adult migrants 

and refugees into the wider community. Strategies are adjusted as required on the basis 

of client feedback and staff participation in interagency network meetings and regular 

consultations with community groups. 

Strategies 

 

All state office directorates, regions and TAFE Institutes were requested to contribute to 

the Department’s EAPS reporting processes. 

3

Schools 

 

 

 

All regions were required to develop regional equity plans. All regions planned to provide 

professional learning, support and advice to schools in implementing a range of programs 

and initiatives aimed at improving the outcomes for students from diverse cultural and 

linguistic backgrounds. 

An Equity Programs and Distance Education Regional Initiatives Support Document was 

provided to regions. It incorporated information and guidance to assist regions in planning 

and reporting on multicultural education and ethnic affairs initiatives for schools, including 

the mapping of initiatives against the NSW State Plan. 

South Western Sydney Region distributed an accountability framework to support 

schools in their planning and reporting on implementation of the Anti-Racism Policy and 

Cultural Diversity and Community Relations Policy: Multicultural education in schools. 


 

 

The TAFE Equity Committee continued to provide advice to the TAFE Executive Group in 

relation to the implementation of policies and strategies for students from equity groups, 

including those from a non-English speaking background. 

TAFE Strategy Directorate provided policy, planning and performance advice to senior 

TAFE NSW management to better position TAFE NSW to meet national and state VET 

priorities for learners from a non-English speaking background and to address the needs 

of migrants and refugees settling in New South Wales. For example, advice developed 

by the TAFE NSW Multicultural Education Unit was provided to TAFE NSW Institutes on 

migration and settlement patterns, including to regional New South Wales. 


 

Adult Migrant Education Service (AMES) provision is monitored and strategies adjusted 

by management committees in each region. 

1.2 DATA COLLECTION AND RESEARCH 

Schools 

The cultural and linguistic diversity of New South Wales is reflected in its schools. Data 

collection and research initiatives assist in the identification of multicultural education and 

training outcomes and priorities of the Department. 

Table 1 

2005 – 2008 Enrolment data of students from language backgrounds 

other than English in NSW government schools 

Year 

Schools 

LBOTE student numbers LBOTE students % 

2005 203,378 27.0% 

2006 206,296 27.4% 

2007 207,031 27.6% 

2008 212,529 28.4% 

4

Table 1 provides enrolment data on the number of students from language background other 

than English in NSW government schools. The data shows that there has been a continued 

increase in the number and percentage of students from language backgrounds other than 

English enrolled since 2005. 

In addition in 2008, 1,650 children from language backgrounds other than English (LBOTE) 

attended Departmental preschools. 

Data for NSW Community Languages Schools shows that 30,410 school aged children 

participated in community languages schools. 


To meet their accountability requirements as Registered Training Organisations, TAFE NSW 

collects data at the time of enrolment, via the enrolment form, regarding a student’s ethnicity. 

Students ‘self identify’ the language they speak at home and their country of birth. The data 

is used across TAFE NSW and the Department to inform planning and delivery of relevant 

programs and services. 

Table 2 provides TAFE NSW enrolment data for students who indicated they speak a 

language other than English at home for the years 2005 to 2007 (2008 data will not be 

available until March 2009). 

Table 2: TAFE NSW enrolments of students from language backgrounds other than 

English 

2005 

2006 

2007 

LBOTE 

Non LBOTE 

Home 

Language 

Not stated 

94,157 269,858 149,055 

18.4% 52.6% 29.0% 

100,307 290,510 109,593 

20.0% 58.1% 21.9% 

105,737 298,200 93,810 

21.3% 59.9% 18.8% 

Total 

513,070 

500,410 

497,747 

Source TAFE Data Warehouse 


The Adult Migrant English Service (AMES) regularly monitors data on enrolment, provision 

and outcomes to ensure that it meets the requirements of its contracts with the 

Commonwealth for the Adult Migrant English Program. In 2007-2008 all contract key 

performance indicators were met. 

Adult and Community Education (ACE) have undertaken detailed analysis of data in 2008, 

which has shown that ACE colleges deliver a significant proportion of language, literacy and 

numeracy courses to people from non-English speaking backgrounds. This analysis has 

also identified a need for further vocational training for this group. 

5

Achievements 

Schools 

 

Multicultural Programs Unit and Planning and Innovation Directorate continued to work 

together to refine the Department’s collection and reporting of LBOTE student data for 

government schools. Business rules for LBOTE and English as a second language (ESL) 

student data collection were established. The new Enrolment Registration Number (ERN) 

data management system was refined for LBOTE and ESL student data collection, 

management and reporting. ERN data was used in the ESL Annual Survey and ESL New 

Arrivals Surveys data collection processes. 

Data from the Department's 2008 ESL Annual Survey and three ESL New Arrivals 

Surveys were successfully collected and delivered. The surveys provide accurate 

information about students from language backgrounds other than English, including 

languages spoken, country of birth, English proficiency and residency status. 

The 2008 LBOTE data has been successfully validated and uploaded to the data 

warehouse. The 2007 LBOTE Bulletin was prepared and published on the DET internet. 

Professional support materials were developed and provided to regions to support 

schools in the completion of the ESL Annual Survey and three ESL New Arrivals 

Surveys. 

 

 

 

 

Seven regions provided professional support for school and regional personnel in relation 

to enrolment data collection, management and reporting processes for students from 

language backgrounds other than English, including ESL learners. 

All ten regions conducted an audit of Anti-Racism Contact Officer (ARCO) nominations 

and training in order to increase their capacity to meet mandatory requirements under the 

Anti-Racism Policy concerning the nomination and training of ARCOs in all schools. 

Seven regions collected data concerning the number and nature of formal complaints of 

racism and the methods used to resolve them in order to determine the level and nature 

of assistance required by schools to improve the delivery of anti-racism education 

initiatives in schools. 

South Western Sydney Region conducted workshops and provided consultancy support 

for school executive staff, ESL teachers and school administrative support staff to 

facilitate accurate reporting and collection of LBOTE student data in surveys. Five survey 

workshops attended by 137 participants and two workshops for school administrative 

staff attended by 200 participants were conducted. 

Hunter Central Coast Region conducted an audit of all schools to identify multicultural 

education and training successes and requirements. The data indicated that 124 schools 

(42%) included relevant anti-racism education strategies in school management plans 

and 157 schools (53%) included relevant multicultural education strategies in school 

plans. In addition, the data indicated that 104 schools (35%) included achievements in 

anti-racism education strategies in their Annual School Report and 204 schools (69%) 

included achievements in multicultural education. Forty two schools were provided with 

anti-racism contact officer (ARCO) training as a result of the audit. 

All Hunter Central Coast Region School Education Directors were provided with details of 

schools’ compliance with reporting and accountability requirements in relation to 

multicultural and anti-racism education. 

6

In Western NSW Region, the Regional Equity Committee provided advice to school 

education directors on requirements of key relevant policies, including the Anti-Racism 

Policy and Cultural Diversity and Community Relations Policy: Multicultural education in 

schools. School education directors monitored the inclusion of anti-racism strategies and 

multicultural education strategies in school plans, with 100 per cent compliance in some 

school groups. Data collection informed planning and delivery of professional learning 

activities for ESL teachers, with three ESL teacher information networks established to 

promote continued teacher professional learning. 

The Cultural Practices and Learning: Diversity, Discipline and Dispositions in Schooling 

report was published in July 2008. The report details findings of research, funded by the 

Australian Research Council and conducted in partnership between the Department and 

the University of Western Sydney. The research was conducted in six primary schools 

across a number of Sydney metropolitan regions and examined the links between 

ethnicity, socio-cultural background and ‘scholarly habitus’ – the embodied dispositions 

and educational capital necessary for participation in the Australian education system. It 

explored the extent to which such a habitus can be explained by ethnicity, or whether it 

also relates to a complex set of factors related to family background and socioeconomic 

status, manifest in specific home and school practices. 

Teaching and learning for a culturally diverse community: Multicultural action research in 

schools, in its first stage of implementation, is a collaborative project between 

researchers in the Centre for Cultural Research, University of Western Sydney and the 

Department of Education and Training. The project aims to examine current approaches 

to and understandings of ‘multicultural education’ including notions of culturally inclusive 

curriculum and cultural understanding and how these link to broader understandings of 

multiculturalism and Australian identity. It also aims to explore the role of education in 

building social cohesion in a culturally diverse society and trial new approaches to 

multicultural education practice in schools through teacher led action research projects. 

Using data collected through the 2008 ESL Pedagogy Action Inquiry Projects, conducted 

in 5 primary schools and 5 high schools, Multicultural Programs Unit identified the 

elements of ESL pedagogy critical for supporting ESL students with low levels of literacy, 

in particular, refugee students. Data was collected from teacher reflections, video 

transcripts of lessons, student work samples and ESL Scales assessment and 

referenced to the Quality Teaching framework. 

During 2008, the Department implemented a range of initiatives under a Refugee Support 

Strategy, trialling new approaches to supporting refugees. The evaluation of the initiatives 

found that the new approaches could be effectively implemented within schools with 

additional teacher support. The refugee students involved in the programs showed an 

overall improvement in speaking, reading and writing English. In addition, their increased 

self-esteem and confidence had contributed to improved behaviour, attendance and 

engagement with the wider school program and community. Teachers involved in the 

program regarded the program as effective and found the program to be challenging and 

rewarding. 

The Physical Activity in Linguistically Diverse Communities project was conducted in 

partnership with the University of Wollongong. It was developed in response to the NSW 

School Physical Activity and Nutrition Survey (SPANS) 2004, which showed students 

from Middle Eastern backgrounds tended to be less active than other students and at 

greater risk of obesity and being overweight. The project aimed to enhance quality 

teaching of physical education and increase levels of physical activity in targeted groups 

of students in participating primary and secondary schools. An evaluation report will be 

available in 2009. 

7


 

 

 

 

 

 

TAFE NSW Institutes have implemented strategies to improve the collection of data 

relating to country of birth and the language spoken at home. As a result there were 

significant improvements in the response rate to questions on the enrolment form relating 

to country of birth (11.0 per cent) and language other than English spoken at home (11.6 

per cent) between 2006 and 2007. 

Enrolments of students speaking a language other than English at home in TAFE NSW 

during 2007 was consistent with the proportion of the New South Wales population which 

identified as speaking a language other than English at home in the 2006 Census. 

Between 2006 and 2007 there was an increase of 5.4 per cent in enrolments by TAFE 

NSW students who indicated that they speak a language other than English at home. 

In 2007, 14,184 or 13.4 per cent of all students speaking a language other than English 

at home were offered re-enrolment into their TAFE NSW course via the internet. 

Participation in TAFE NSW by students from communities with a high number of refugee 

and humanitarian entrants continued to increase. For example, between 2006 and 2007 

enrolments by students born in Iraq increased from 3,008 to 3,587 (19.2 per cent). In the 

same period, enrolments by students born in Sudan increased from 2,219 to 2,577 (16.1 

per cent) and enrolments by those born in Burma from 447 to 578 (29.3 per cent). 

More TAFE NSW graduates who speak a language other than English at home 

completed higher level award qualifications. Between 2006 and 2007 the number of all 

graduates who speak a language other than English at home completing a qualification at 

AQF Certificate III and above increased from 28.4 per cent (11, 628) in 2006 to 31.1 per 

cent (12,205) in 2007. 

Two major research projects were completed. 

 

Non-English speaking background students in TAFE: Exploring the factors behind 

their module completion rates in selected TAFE NSW courses. 

This study examined the perspectives of students and teachers in four Australian 

Qualifications Framework (AQF) Certificate III courses. The courses represented 

both high and low module completion rates in two Institutes for students from a non- 

English speaking background. The research report highlights the complex variables 

impacting on module completion rates and identifies strategies to assist improved 

module completion rates for this group of learners. The research was led by TAFE 

NSW – Northern Sydney Institute and involved staff from two other Institutes. The 

TAFE NSW Multicultural Education Unit funded the study. The report will be available 

on the TAFE NSW internet website in 2009. 

 

TAFE NSW Communication Strategy for Recently Arrived Small and Emerging Ethnic 

Communities 

This project entailed the identification, trialling and evaluation of strategies, including 

models of service delivery, to enhance equitable access, participation and outcomes 

from TAFE NSW delivered vocational education and training for members of recently 

arrived small and emerging ethnic communities. The trial concerned two service 

models in TAFE NSW - Hunter and South Western Sydney Institutes. The evaluation 

reinforced the view that the engagement and support of staff with the cultural 

knowledge and skills to work directly with small and emerging ethnic communities can 

8

effectively address many of the barriers to VET access and participation that these 

communities face. The final project report will be available on the TAFE NSW internet 

website in 2009. 


 

 

The Adult Migrant English Service (AMES) conducted a satisfaction survey of Adult 

Migrant English Program (AMEP) students in March 2008. The results showed 

continuing high levels of satisfaction in all key areas of provision, including satisfaction 

with counselling and referral services, and awareness of complaints handling processes. 

Adult and Community Education (ACE) have produced two publications for state-wide 

and local planning. The publications ACE Numbers Count 2007 and Enrolment Statistics 

2007 identify the cultural background of students in community colleges. 

Strategies 

Schools 

 

 

 

 

 

Planning and Innovation Directorate continued the Electronic Data Online Transfer which 

combines and holds data from language background other than English, English as a 

second language and New Arrivals Program surveys so that monitoring of student 

background information data, including students from language backgrounds other than 

English, can occur. 

Data was collected on student language backgrounds, country of birth, English language 

proficiency and residency status. 

Regions collected data to increase their capacity to meet requirements under and assist 

with the implementation of the Department’s Anti-Racism Policy and the Cultural Diversity 

and Community Relations Policy: Multicultural Education in schools. 

Regions collected and analysed data on students from culturally and linguistically diverse 

backgrounds, including ESL students and LBOTE students, to inform school and regional 

planning. 

The Department conducted a number of research projects to enhance the capacity of 

schools to meet the learning needs of students from culturally and linguistically diverse 

backgrounds. 


 

 

Enrolment policies and procedures ensure that data relating to country of birth and 

language other than English spoken at home are collected from all students. The data is 

entered into the TAFE NSW student enrolment system. Biannual Institute Performance 

reviews of TAFE NSW Institutes include reports on data collection and strategies to 

increase the collection of this data from students. 

All TAFE NSW Institutes with a significant and/or an increasing number of people from 

non-English speaking backgrounds in their catchment region: 

 

 

analyse enrolment and completion data by home language, country of birth and 

award level 

identify the vocational education and training needs of clients from ethnic minority 

communities as part of Institute planning, research and evaluation activity. 

9


 

 

The Adult Migrant English Service (AMES) used the outcomes of the 2008 Adult Migrant 

English Program (AMEP) student satisfaction survey in planning at organisation and 

regional level. 

Adult and Community Education (ACE) have identified migrants as a priority target group 

for training in 2008 and 2009 through the ACE Equity Program and the Skilled Migrants 

Mentoring Program. 

1.3 RESOURCES 

 

In 2007/2008, the Department’s budget for students and clients from language 

backgrounds other than English included: 

 

 

 

 

 

$116.10 million for English as a Second Language and ESL New Arrivals 

Programs for school students from language backgrounds other than English 

$ 2,149,518 for the NSW Community Languages Schools Program 

$860,666 to support nine Links to Learning Program projects aimed at assisting 

students from culturally and linguistically diverse backgrounds at risk of 

disengaging from education and training to access and participate in education 

or accredited training 

$5.35 million to support multicultural education strategies in schools including 

support for anti-racism education, culturally inclusive curriculum development, 

refugee education and strategies to foster positive community relations and 

build links with culturally and linguistically diverse communities. 

$570,047 to support the use of interpreters in schools (October 2007 to 

September 2008) 

TAFE NSW program funding taken from the TAFE NSW total budget of $1.6 

billion. TAFE NSW meets the needs of clients from language backgrounds 

other than English through integrated delivery 

 

 

$37m in estimated revenue for contracted Adult Migrant English Programme 

provision in NSW 

$1.8m in estimated revenue for ongoing provision of the Skillmax Program by 

NSW AMES targeted at adult migrants. 

Future Directions 

Review of the 2008 EAPS planning process to streamline the collection of EAPS data 

and reporting against planned actions. 

Further refinement of the new Enrolment Registration Number (ERN) data 

management system for ESL Annual Survey and ESL New Arrivals Survey data 

collection and reporting. 

10

EAPS ACTIVITY AREA 2: PROGRAM AND SERVICE 

DELIVERY 

OUTCOME 

The Department’s programs and services meet the needs of a culturally and 

linguistically diverse community and are informed by community consultation 

2.1 CONSULTATION AND PARTICIPATION 

Achievements 

 

 

 

 

The Director-General’s Advisory Group on Multicultural Education and Training is the 

Department’s formal advisory and consultative structure for multicultural education and 

training. It comprises representatives from a wide range of government agencies and 

educational and community organisations, including the Community Relations 

Commission for a multicultural NSW, the Ethnic Communities’ Council of NSW, the 

Federation of Parents and Citizens’ Associations of NSW (P&C), Department of 

Immigration and Citizenship, Association of Teachers of English to Speakers of Other 

Languages (ATESOL), NSW Teachers Federation and principals’ organisations. In 2008, 

AGMET focused on issues associated with support for refugee young students in 

schools, completion rates of TAFE students from language backgrounds other than 

English, Doing Business in the 21 st Century, Best Start Kindergarten Assessment, 

support for overseas trained teachers and the use of teachers of English as a second 

language and community languages. 

The Director-General’s Advisory Group on Gender Equity in Education and the Director- 

General’s Advisory Group on the Priority Schools Programs and the Education of 

Students in Schools Serving Low Socio-Economic Status Communities have 

representation from the Ethnic Communities Council of NSW. 

The Department’s Higher Education Directorate continued to monitor appropriate 

representation of ethnic communities on university governing bodies. 

The Department continued to implement the Department's Equal Employment 

Opportunity Management Plan 2005-2008 which contains strategies to improve equity 

and diversity, including cultural and linguistic diversity, in its workforce and to create fair 

and inclusive work practices and behaviour. 

Schools 

 

Regional Equity Committees continued in all ten regions. Membership includes 

representatives of key stakeholder groups including a representative of the Ethnic 

Communities Council of NSW or local Migrant Resource Centre in each region. The role 

of the Equity Committees includes providing advice on the development of regional equity 

plans and monitoring their implementation. It also includes supporting schools to meet 

their requirements under the Cultural Diversity and Community Relations Policy: 

Multicultural education in schools and the Anti-Racism Policy. 

 

In 2008, 47 Schools as Community Centres (SaCC) projects facilitated a range of 

initiatives supporting children and families from culturally and linguistically diverse 

backgrounds. 

11

Sydney Region Multicultural Reference Group is the region’s advisory and consultative 

mechanism for multicultural education. It meets once a term and as required, and 

comprises representatives from the Australian Arabic Council, Chinese Community 

Council of Australia, NSW Chinese Language Education Council, SBS Radio, Chinese 

Language Education Council of NSW, Marrickville Intensive English Centre, Australian 

Korean Welfare Association, CO-AS-IT, Australian Korean Welfare Assoc, St George 

Migrant Resource Centre, Macedonian School Council NSW, Al-Zahra Muslim Woman 

Association and Marrickville Community Health Centre. 

A Departmental community consultation forum was held with the African Women's 

Advocacy Unit. Issues discussed included strategies for improvement in communication 

between home and school, and the processes provided by the Department to deal with 

complaints of racism. 

All regions reported the conduct of parent participation and community harmony 

initiatives in schools, including: 

activities in 222 schools in South Western Sydney Region to support LBOTE parent 

participation, including workshops for Year 10 parents on subject selection, parenting 

adolescents, helping with homework, reading with your child and healthy food choices 

more than 94 schools and 3,230 LBOTE parents and community members supported 

by regional CIOs in South Western Sydney Region, including the delivery of courses, 

presentation of workshop sessions, provision of support to LBOTE parents and/or 

support for school based initiatives to enhance LBOTE parent participation or 

school/community relations 

174 schools (58%) in Hunter/Central Coast Region conducting parent information 

sessions, workshops, or inclusive activities that resulted in the participation of parents 

from culturally and linguistically diverse backgrounds 

four combined parent and teacher workshops in Hunter/Central Coast Region run in 

conjunction with Priority Schools Programs and Aboriginal Education regional 

community officers to support transition into kindergarten for school communities with 

high proportions of low socio-economic status families, Aboriginal families and 

families from culturally and linguistically diverse communities 

information days in New England Region attended by 132 LBOTE parents to increase 

awareness of relevant services available and regional workshops about schooling in 

NSW for small groups of parents 

information sessions in Northern Sydney Region about schooling and education 

pathways conducted at a variety of locations including schools, churches, community 

organisations and local council attended by 451 LBOTE parents 

Riverina Region strengthened and extended networks between schools, regions and 

community organisations to meet identified needs of families from language 

12

continuation in 2008 of playgroups established at Miranda and Botany public schools 

in 2006 and at Maroubra Bay and Rockdale public schools in 2007, for children and 

families of Pacific backgrounds. The four playgroups are attended by approximately 

55 students from 26 Pacific families. Two playgroups are conducted on school 

premises, one is conducted within the Supported Playgroup network and a forth in a 

Child and Family centre. 

establishment of two homework groups, one at Bexley North Public School and one 

at Rockdale Public School, attended by forty four students from Pacific backgrounds 

and serviced by two tutors of Maori backgrounds and a Families NSW officer based 

in Sydney Region. Both will expand in 2009. 


 

Institutes developed and delivered programs and services in response to needs identified 

through direct engagement with ethnic minority communities, employers and agencies 

supporting the settlement of migrants and refugees. 

Examples of activity and outcomes from this process include: 

A consultative forum at TAFE NSW – Hunter Institute. The forum identified the 

educational needs of members of ethnic minority communities, particularly refugees, 

and considered program and service interventions that might better address their 

needs. One outcome of this process is the delivery of ESOL classes off-campus at 

Hamilton. 

Direct liaison with employers, including those from non-English speaking 

backgrounds, resulted in: 

the expansion of the Halal Butchery program at TAFE NSW – South Western 

Sydney Institute to provide up-skilling and gap training for mature aged butchers 

in the local community; and 

provision of five Workplace English Language and Literacy programs by TAFE 

NSW – Northern Sydney Institute to support the training needs of over 150 local 

employees in the manufacturing, health and aged care areas. 

Cross agency place-based activity in TAFE NSW – Western Sydney Institute. This 

lead to the development of innovative programs targeting refugees and other migrant 

job seekers, for example, the Pathway to Primary Industries program. 

Strategies 

 

The Department maintains a range of consultative structures and advisory bodies to 

assist in meeting the education needs of a culturally diverse New South Wales. 

Schools 

 

 

A total of $130,000 was distributed to regions to assist schools in implementing initiatives 

which promote the participation in schools by parents and community members from 

culturally and linguistically diverse backgrounds and strengthen the relationships within 

and between school communities. 

All regions conducted initiatives for parents and community members on issues related 

to schooling in NSW aimed at promoting the participation of parents and community 

members in their children’s learning and enhancing their links with schools. 

13

Schools as Community Centres (SaCC) continue to implement initiatives aimed at 

supporting families and young children from culturally and linguistically diverse 

backgrounds. 

The Department continues to provide 17.2 community information officer positions 

occupied by 20 officers located in all ten regions. These officers assist in strengthening 

links and facilitating communication and interaction between schools and communities 

from diverse cultural and linguistic backgrounds. 

The Department is represented on all ten Community Relations Commission (CRC) 

Regional Advisory Committees by senior officers. 


 

 

All Institutes consult with a wide range of ethnic minority communities and groups and 

participate in multicultural interagency networks and advisory forums. The Institutes 

utilise feedback from the community in the development of programs and services, 

including tailored initiatives to meet the needs of groups with specific needs, for 

example, migrants with overseas gained qualifications and skills. 

Institutes liaise with local industry, including employers from ethnic minority communities, 

to build opportunities for on-the-job training and assessment for students from non- 

English speaking backgrounds. 


 

The Adult Migrant English Service (AMES) consults with ethnic communities and migrant 

and refugee groups and participates in multicultural interagency networks and advisory 

forums. Feedback from the community is used to inform the planning and delivery of 

AMES services. 


Cross agency collaboration and place-based approaches have received a renewed focus in 

the implementation of the social inclusion agenda. Institutes are responding by reinforcing 

partnerships involving employers, industry, community and key government and nongovernment 

agencies at the local and regional level. 

Institutes in regional areas with an increased number of refugee arrivals are responding to 

employer demand for tailored training programs. For example, TAFE NSW - Illawarra 

Institute has worked to increase the availability of bilingual staff for the health sector and 

TAFE NSW – Western Institute has increased mentor training. 

14

2.2 ANTI-RACISM EDUCATION 

Achievements 

Schools 

 

 

 

 

 

 

 

 

An anti-racism education webpage was published on the Department's Intranet website. 

It includes information about anti-racism education professional learning, anti-racism 

programs, including Cooling Conflicts drama-based conflict management program, and 

how to choose, design, implement and evaluate anti-racism strategies. 

The Cooling Conflicts school handbook was revised to reflect changes which have 

emerged through implementation of the program. Cooling Conflicts involves the use of 

drama techniques to examine identifiable stages of conflict and to offer participating 

students skills to deal with conflict. It involves conflict management rather than conflict 

resolution. It is particularly effective in dealing with cross-cultural conflict. 

Support was provided to State Student Representative Council (SRC) student leaders in 

developing anti-racism education content for a student web presence on the 

Department’s website, accessible through the Student Portal. 

The Racism. No way! website http://www.racismnoway.com.au initiative continued to 

support schools and a range of new online anti-racism teaching and learning resources 

for students in Years 4 – 12 were published in 2008. This year to date, the site has 

received almost 9 million hits from teachers and students in NSW, Australia and 

internationally. To complement the Racism. No way! strategy, online anti-prejudice 

teaching and learning materials for students in Years K - 3 continued to be available to 

schools through the Prejudice. No way! Website. 

All regions implemented initiatives aimed at addressing issues of racism including: 

conduct of anti-racism contact officer training 

conduct of 223 student led anti-racism activities in five regions, including activities 

within the Peer Support program, Reconciliation walk, Harmony Day activities, 

NAIDOC week activities, Spirit week and student presentations at school assemblies 

conduct of seven anti-racism projects proposed through six anti-racism networks in 

Illawarra and South East Region 

conduct of student centred anti-racism initiatives in 95 South Western Sydney Region 

schools, including Student Representative Council workshops, whole school antiracism 

student forums, Cooing Conflicts Program implementation and structured 

curriculum programs with a focus on anti-bullying and anti-racism. 

98% of the 450 complaints of racism reported in six regions were successfully resolved. 

107 schools in four regions implemented anti-racism education initiatives 

The Cooling Conflicts program, aimed at assisting students to understand and manage 

cross-cultural conflict, was implemented in 60 targeted schools from four regions. This 

represents an increase of 19 schools implementing the program since 2007. 

15


The TAFE NSW Prevention of Harassment Policy specifically rejects all forms of racism and 

requires all staff members to contribute to the eradication of prejudice, discrimination and 

racism from learning and working environments across the organisation. 

Achievements 

 

TAFE NSW Institutes organised or participated in events for Harmony Day and World 

Refugee Day as a means of focussing student, staff and community attention on the 

ongoing need to reject racism and promote understanding and acceptance of cultural and 

linguistic diversity in Australia. 

Initiatives included: 

Participation by ESOL students of TAFE NSW – Riverina Institute, Albury campus in 

a local government Community Harmony art project 

Hosting of an African Movie Night by TAFE NSW – Hunter Institute in partnership with 

the Hunter African Communities Council, during Refugee Week 

Delivery of cross-cultural awareness activities at TAFE NSW – Sydney Institute 

which, in 2008, were also organised for the International Year of Languages 

Organisation of a Diversity Day to promote tolerance, harmony and respect between 

students and staff at TAFE NSW – Illawarra Institute. 

 

 

 

 

TAFE NSW – Hunter Institute provides sponsorship support for the local multicultural 

soccer club (Kangaroos) through its Student Association and also supports the club by 

providing access to the Institute’s sporting fields. The majority of the soccer club’s 

members are students of the Institute. 

TAFE NSW – Illawarra Institute developed and distributed (via email) an anti- harassment 

video to students which also provides information on harassment and multicultural 

support services. The Institute also delivered four Bullying and Harassment programs for 

Institute staff in 2008. 

TAFE NSW – Western Sydney Institute continued to provide anti-racism and crosscultural 

awareness training and activities in class inductions and visits. All the Institute’s 

staff inductions also include anti-racism and cross cultural awareness sessions. 

TAFE NSW Institutes continued to deliver units and modules in inter-cultural 

communication through a diverse range of national qualifications and Employability Skills 

Framework courses. 


 

Adult Migrant English Service (AMES) students participated in a range of activities which 

aimed to promote cultural understanding, including Harmony Day celebrations, 

graduation ceremonies, market days and social activities. 

Strategies 

Schools 

 

The Department’s Anti-Racism Policy required all schools to appoint anti-racism contact 

officers, include anti-racism education strategies in their school plans and report on 

progress in implementing anti-racism strategies in their annual school reports. 

16

The Department continued to implement a coordinated approach to anti-racism 

education, through monitoring of the implementation of the Anti-Racism Policy and the 

provision of teaching and learning resources. 

A total of $280,000 was distributed to regions to support the implementing the Anti- 

Racism Policy, including: 

development and provision of a range of teaching and learning resources 

anti-racism contact officer training 

implementation of anti-racism strategies in schools and regions 

delivery of anti-racism professional development 

student led anti-racism inititiatives. 

Regional officers were encouraged to access and utilise resources available on the 

Department's Intranet website through regional networks. The site linked regional staff to 

other relevant departmental resources and to other anti-racism education sites, including 

Racism. No way! 

A range of online anti-racism education materials were provided for schools on the 

Racism. No way! website. 

All school regions have established data collection systems to assist effective 

implementation of anti-racism activities in schools. 


 

TAFE NSW Institutes implement racial harmony initiatives, as appropriate, to ensure 

teaching and learning environments are free from racism. 


 

 

Continue to monitor the implementation of the Anti-racism Policy in schools. 

TAFE NSW Institutes are developing Leadership Programs for young people in 

collaboration with community groups. This includes TAFE NSW – Hunter Institute which 

is developing a program targeting young men in consultation with the Hunter African 

Communities Council. 

2.3 INCLUSIVE CURRICULUM AND CULTURAL UNDERSTANDING 

Achievements 

Schools 

 

 

 

All regions conducted regional and school based initiatives to enhance the capacity of 

parents and community members from diverse cultural and linguistic backgrounds to 

support their children’s learning. 

All regions report the participation of schools in cultural exchange programs, bringing 

together students from different cultural, religious, geographic and socio-economic 

backgrounds to develop greater cultural understanding and community harmony. 

The NSW Cultural Exchange Programs in Schools website 

http://www.culturalexchange.nsw.edu.au was further enhanced and expanded in 2008. 

This site, which supports government and non-government schools in conducting cultural 

17

exchanges, provides a facility for schools to register their interest in conducting a cultural 

exchange program, find partner schools as well as access information and ideas about 

delivering cultural exchange programs. New features on the website included a 

multimedia project in which cultural exchange schools developed and submitted for 

publishing video and audio files exploring the theme "A day in my life". Professional 

development for participating teachers in the creation of video and audio files was 

conducted in conjunction with the Macquarie University ICT Innovations Centre. Cultural 

exchange programs aim to promote greater understanding, respect and acceptance 

amongst students from diverse cultural, religious, geographic and socio-economic 

backgrounds backgrounds. Programs may be curriculum based, cross-curriculum 

initiatives or projects which address specific local needs. A total of 112 schools from all 

regions are currently registered in the program. 

 

 

 

 

The Making Multicultural Australia website http://www/multiculturalaustralia.edu.au 

continued to support schools through the provision of a range of online educational 

resources and activities to increase understanding of Australia's cultural, linguistic and 

religious diversity. 

The 2008 Calendar for Cultural Diversity and Teacher's Handbook, On Common Ground 

- Information for Teachers and Students was developed and distributed to schools and 

community groups throughout NSW. The calendar identifies a range of significant 

national and international days and events. The Handbook provides background 

information on dates and events listed in the calendar as well as strategies for school 

involvement. 

In 2008 the Multicultural Education section of the Department’s intranet was enhanced 

and expanded to provide school communities with resources to equip all students with 

the knowledge, skills and values needed to participate successfully in Australia's 

culturally diverse society. Focus areas for multicultural education resources include: 

anti-racism education 

cultural diversity and community relations 

English as a second language 

refugee support programs 

interpreting and translations 

Resources to increase knowledge and understanding of Australia's cultural, linguistic and 

religious diversity were developed and distributed, including: 

Best Start kindergarten materials and information developed through collaboration 

between Equity Programs and Distance Education Directorate and Curriculum K-12 

Directorate to reflect the cultural, linguistic and religious diversity of students in NSW 

government schools 

 

 

Strengthening Community Harmony: Advice and resources for schools, was 

published and distributed to all schools. It provides schools with information and 

strategies to build positive community relations through activities at a number of 

levels, including whole school policies and programs, teaching and learning programs 

and involving students and parents and community members. 

a new Boys' and Girls' Education Strategy and support document Leading the Way in 

school and classroom practice which is inclusive of the needs of students and 

families from culturally and linguistically diverse backgrounds, particularly in relation 

to establishing effective family-school partnerships 

18

esources purchased by the Henry Parkes Equity Resource Centre (formerly the 

State Equity Centre) in the areas of: 

interactive, stage based bilingual software 

key learning area specific kits with multicultural perspectives 

listening kits, DVDs and multicultural music 

resources to support professional learning about the needs of refugees and their 

families. 

In addition the Library maintains a collection of cultural artefacts kits; reading lists 

related to anti-racism education available through the new library catalogue and 

resources related to countries and religions. Officers from the Henry Parkes Equity 

Resource Centre provided resource displays and presentations at professional 

learning activities conducted by regions and state office. 

 

 

 

Centre for Learning Innovation and Multicultural Programs Unit collaborated to develop a 

culturally inclusive resource for English Stage 6 Syllabus — English as a Second 

Language (ESL) entitled Belonging based on the Making Multicultural Australia website 

www.multiculturalaustralia.edu.au, it provides opportunities for teachers and students to 

explore complex issues related to multiculturalism and to increase understandings about 

Australia’s cultural diversity. 

Centre for Learning Innovation developed a number of resources in a range of learning 

areas aimed at enhancing understandings of cultural diversity and ensuring inclusive 

teaching practices, including: 

Going Global - Stage 4 Geography :A global citizenship framework resource 

Research zone - Society and Culture - cross cultural resource 

Meeting the Maori - Stage 4 History teaching and learning unit incorporating 

comparison of Australian and New Zealand's indigenous cultures 

Active citizenship - Flip chart resource developed in partnership with OXFAM 

Sites2See: Stage 4 History: Harvest scroll 

Curriculum K-12 Directorate developed a range of resources aimed at enhancing 

understandings of cultural diversity and ensuring inclusive teaching practices, including: 

units of work, video interviews and filmed student drama work samples from four case 

study schools were developed for publication on the Drama microsite. These 

resources developed by the Creative Arts Unit illustrate a range of approaches in 

using drama to explore multicultural issues and content, and support teachers to 

implement classroom programs that recognise multicultural issues in and beyond the 

drama classroom, including issues of identity, culture and social conflict. 

an online virtual exhibition, entitled Culture and design, developed by the Technology 

Unit aimed at developing students’ skills with a range of information and 

communication technologies while enhancing their skills and understanding of cultural 

diversity. The project also aimed to develop teachers’ skills and understandings of 

cultural diversity, inclusive teaching practices and information and communication 

technologies. 

resources to support increased understandings of cultural diversity and culturally 

inclusive teaching practices developed as a result of workshops conducted in five 

regions for teachers implementing Human Society and Its Environment K-6 syllabus, 

with a particular focus on the Cultures Strand. The resources, for teachers of students 

in Kindergarten to Year 6, have been placed on the Curriculum Support website 

www.curriculumsupport.education.nsw.gov.au to be accessed by all teachers. 

an artist-in-residence program conducted in North Coast Region with a middle years 

focus and incorporating student/artist workshops and peer support and mentoring, 

provided by secondary students to primary students. On-site documentation of a 

19

collaborative installation resulting from the artist workshop is currently being 

developed as online materials for incorporation into the Contemporary Asian Themes 

and Issues website 

http://www.curriculumsupport.education.nsw.gov.au/multicultural_art/index.html. The 

website focuses on contemporary and historical Asian art practices and supports 

multicultural and diversity as key areas of cross-curriculum content in Years 7-10 and 

Stage 6 Visual Arts syllabuses. 

- development of quality materials for a dance ancestry website and provision of 

culturally diverse dance materials aimed at increasing teacher's interest in and 

implementation of classroom programs that recognise culturally diverse influences on 

contemporary dance practices. 

 

 

 

Educational Measurement and School Accountability Directorate used a range of 

strategies to ensure that state-wide assessments are culturally inclusive, including 

trialling test items in schools with enrolments of students from language backgrounds 

other than English 

providing item writers with culturally inclusive assessment requirements 

Multicultural Programs Unit and Aboriginal Education and Training Directorate were 

involved in the review panels for the 2008 National Assessment Program (NAPLAN). All 

items were vetted for cultural inclusivity. 

Hunter/Central Coast Region conducted a range of activities to promote cultural 

understanding and community harmony, including: 

Harmony Day activities, including 61 school-based, student-led Harmony Day 

activities and two regional events attended by 180 students from 90 schools and 

involving presentations to school assemblies, presentations to Parent and Citizen 

associations and other parent and community meetings, the holding of surveys and 

presentation of results to teachers at staff meetings, school newsletter articles, 

classroom workshop activities, presentations at local Council Ceremonies and 

student forums 

Promoted schools' participation in the Cultural Exchange program, through InPrincipal 

notices, ARCO Support Networks and ARCO training courses. 21 schools conducted 

cultural exchange programs in 2008 

266 schools implementing a range of culturally inclusive activities including 

Multicultural Perspectives Public Speaking Competition, NAIDOC celebrations, 

multicultural theme days, sister school activities, mural projects, writing competitions 

and visiting speakers programs 

1,103 students from culturally and linguistically diverse backgrounds participating in 

student leadership programs. These included school SRC, school parliament, 

leadership camps, student forums, Young Leaders' Day, peer support trainers, peer 

mediation training, student voice equity forums, SRC 2020 summit and drug 

education forums 

26 schools (9%) participating in culturally inclusive boys' and girls' education action 

research. Initiatives included writing workshops, boys' and dads' days, mentor 

support for boys, technology project for girls, Success for Boys project, boys' cultural 

dance group. 

 

South Western Sydney Region conducted a range of activities to promote cultural 

understanding and community harmony, including: 

ongoing professional support provided to 12 schools undertaking the Culturally 

Inclusive Cannabis professional learning project (2007) 

214 schools implementing strategies for multicultural education in 2008 school plans 

20

18 schools provided with regional funding in 2008 for initiatives in the areas of 

inclusive curriculum and cultural understanding 

80 schools participating in cultural exchange programs 

47 schools provided with regional funding for school-based projects and initiatives to 

promote cultural diversity, civic responsibility, social inclusion and community 

harmony 

32 students from 9 primary schools and 14 students from 5 secondary schools 

participating in regional poetry initiatives focusing on positive representations of 

cultural and linguistic diversity 

56 students and 11 teachers participating in regional ArtLInks 2008 initiative focusing 

on positive representations of cultural heritage and idenitity 

241 schools implementing culturally inclusive activities including Harmony Day and 

NAIDOC activities 

development and distribution of a framework to support schools in planning and 

reporting on implementation of Anti-Racism Policy and Cultural Diversity and 

Community Relations Policy: Multicultural education in schools. 

 

 

 

Workshop sessions entitled Multicultural programs for school harmony focussed on 

inclusive practices and diversity in the school context were delivered to 31 students at the 

2008 Student Representative Council State Conference. Following the conference, 

regional SRC organisers were encouraged to conduct similar workshops at regional 

activities. 

2008 Calendar for Cultural Diversity and accompanying teacher’s handbook were 

distributed to all NSW public schools. The calendar provides dates of important days, 

national days, events and festivals commemorated or celebrated within the linguistically, 

culturally and religiously diverse communities of NSW. 

Participation in the Multicultural Perspectives Public Speaking Competition increased 

from 2007 to 2008. A total of 2,169 students from 1,113 primary schools participating at 

local and regional final level represented an increase of 37 schools and 83 students since 

2007. 


 

 

 

The cultural and linguistic diversity of the community of New South Wales and the diverse 

skills base require that curriculum and resources, developed and used by TAFE NSW 

Institutes respond to this diversity. Resources are designed to engage learners in 

courses and to inform and enrich teaching and learning. 

TAFE NSW Institutes offered modules and units to provide all learners with the 

opportunity to develop cross cultural understanding and intercultural competence for the 

workplace. For example, in 2007 all metropolitan as well as the TAFE NSW - North 

Coast, Riverina, and Western Institutes delivered the newly developed unit Communicate 

across cultures to build understanding. There were 790 enrolments in this unit across 

these Institutes in 2007. 

All TAFE NSW Institutes delivered the learner support unit – Plan and Access Learning 

Support (Multicultural) in 2008 for students from non-English speaking backgrounds. In 

2007 enrolments in this newly developed unit reached 640. Preliminary data for 2008 

indicates there has been a marked increase in the take-up of this unit. 

The 2007 TAFE NSW data on the Recognition of Prior Learning (RPL) shows that 9,670 

students from 75 countries were granted recognition for their overseas qualifications and 

skills. Of this number 2,274 students had completed university level studies, 2,406 

21


 

 

 

 

 

The Adult Migrant English Service (AMES) continues to publish curriculum and teaching 

materials which are culturally sensitive and inclusive. NSW AMES develops and 

maintains the national curriculum for the Adult Migrant English Program, the Certificates 

in Spoken and Written English. 

In 2008 the Certificates in Spoken and Written English was accredited for another five 

years and new curriculum documents were produced for: 

the Course in Preliminary Spoken and Written English 

Certificates I – III in Spoken and Written English 

Certificate IVs for Spoken and Written English – Employment and Spoken and 

Written English – Further Study 

Resources were also developed to support implementation of the new curriculum. 

The overviews for the Certificates I – III in Spoken and Written English were translated 

into 21 languages to use with learners at initial and ongoing assessment and placement 

interviews. 

A workplace communication skills on-line course, Negotiating and Problem Solving, was 

also developed in 2008. This course provides extension for higher level students and 

focuses on advanced communication skills to meet current workplace communication 

demands. 

Strategies 

Schools 

 

 

The Cultural Diversity and Community Relations Policy: Multicultural education in schools 

continued to provide the framework for the development and delivery of programs and 

services designed to enable students from all cultures and communities to identify as 

Australians within a democratic multicultural society and to develop knowledge, skills and 

values for participation as active citizens. The policy requires all schools to include 

strategies for multicultural and anti-racism education in their school plans and to report on 

them annually in their school reports. 

A total of $120,000 was distributed to regions to assist schools in implementing initiatives 

which promote culturally inclusive practices and cultural understanding in schools 

including: 

cultural exchange programs 

student leadership activities promoting civic responsibility, social inclusion and 

cultural understanding 

professional learning programs to assist teachers develop culturally inclusive 

teaching and assessment practices, supportive environments and tailored learning 

programs for students from diverse cultural and linguistic backgrounds 

professional learning programs aimed at developing in teachers’ cross cultural and 

intercultural communication skills 

22

assessment of school programs and practices in delivering culturally inclusive 

programs and services 

analysis of learning outcomes of targeted groups of students from culturally and 

linguistically diverse backgrounds and examination of effective pedagogy 

teachers developing and trialling texts and units of work which explore aspects of 

students’ personal and cultural identities and are linked to syllabus outcomes and the 

Quality Teaching framework 

school based action research projects using the Quality Teaching framework to 

develop teaching units relevant for a culturally diverse classroom 

school based action research projects focussing on culturally inclusive boys and girls 

education 

school based action research projects which examine teaching and learning 

programs and resources for cultural bias and stereotyping 

development of print and electronic KLA units of work K-12 incorporating multicultural 

perspectives 

development of e-learning objects which explore issues of cultural diversity and 

community harmony for loading on school websites and on TaLE www.tale.edu.au 

 

 

 

 

Curriculum K-12 Directorate developed and extended a range of curriculum materials and 

programs aimed at enhancing understanding of cultural diversity and ensuring inclusive 

teaching practices. 

The Making Multicultural Australia website, http://www.multiculturalaustralia.edu.au 

continued to provide quality information, resources, strategies and reference materials 

about cultural, linguistic and religious diversity for students, teachers and community 

members across Australia. 

Multicultural Perspectives Public Speaking Competition is an annual competition that 

provides an opportunity for NSW public school students in Years 3-6 to develop public 

speaking skills while exploring issues related to community harmony and cultural 

diversity. In 2008 topics included What can kids do The Olympics – breaking down the 

barriers, My school community, Australia – the lucky country, The power of words, 

Celebrating Australia, Racism – it’s just not funny, Welcoming refugees, Music – a 

common language, The Australian Flag, Reconciliation and Intervention, The role of the 

media, Seeking refuge, Un-Australian, On common ground, Language and identity, When 

does a migrant become an Australian Who are we and where are we going Faiths in 

the future and Symbols of Australia. 

The Department maintained consultative mechanisms to ensure that test items 

developed for external assessment programs, including the light sample Basic Skills Test 

(BST) Year 3 and 5, the English Language and Literacy Assessment (ELLA) and 

Secondary Numeracy Assessment Programs and the new National Assessment Program 

(NAPLAN), continued to be culturally inclusive. 


 

 

Institutes deliver training to support the development of inter-cultural competencies 

Institutes implement inclusive learning and assessment strategies to improve outcomes 

for students language backgrounds other than English 

23


 

 

 

Continue to monitor and support the implementation of the Cultural Diversity and 

Community Relations Policy: Multicultural education in schools. 

Access to flexible delivery, workplace assessment and recognition is a challenge for 

many people from language backgrounds other than English, especially those who are 

overseas qualified and need opportunities to have local work experience. 

There is an on-going need to improve course and unit completion rates for students from 

language backgrounds other than English. 

2.4 ENGLISH LANGUAGE AND LITERACY PROGRAMS 

Proficiency in listening, speaking, reading and writing in the English language is an essential 

tool for success in education and training and for full participation in Australian society. 

Students who are learning English as a second or other language require appropriate 

support to develop their English language and literacy skills so that they are able to fully 

participate in education and training and achieve equitable outcomes. 

Achievements 

Schools 

 

 

 

 

 

 

 

A total of 82,554 students from language backgrounds other than English at all ages 

and stages of schooling received English as a Second Language (ESL) instruction in a 

total of 732 schools. This included 65,046 primary ESL students in 535 primary schools 

and 17,408 secondary ESL students in 197 high schools. 

On-arrival ESL support was provided to a total of 7,573 newly-arrived students including 

1,152 newly arrived refugees. Of these newly arrived students 2,362 were enrolled in 14 

Intensive English Centres (IECs) and the Intensive English High School (IEHS). 4,177 

were enrolled in primary schools and 1,034 were enrolled in secondary schools. 

Of the newly arrived ESL students, a total of 544 were enrolled in 216 schools in rural 

and regional areas and received on-arrival ESL support through the ESL New Arrivals 

Program. 

During 2008, from a total of 7,989 temporary visa holders enrolled in NSW government 

schools, 1,802 were granted individual exemption from the temporary visa holder 

education fee based on capacity to pay. A further 2,755 students were automatically 

exempt based on visa sub class. 

ESL support was provided to 2,731 international students in high schools, 245 in primary 

schools and 517 in Intensive English Centres and the Intensive English High School. 

Resources were developed to link the NAPLAN assessment program to ESL teaching 

across the curriculum. The resources, available on NSW DET intranet and internet at 

http://www.schools.nsw.edu.au/learning/7- 

12assessments/naplan/teachstrategies/yr2008/index.htm, link sets of ESL teaching 

sequences to literacy and numeracy skills for Stages 2 - 4. 

A range of teacher support materials were developed to assist assessment and reporting 

of ESL student learning outcomes using the ESL Scales. 

24

Equity Programs and Distance Education Directorate and Curriculum K-12 Directorate 

collaborated to ensure that Best Start literacy and numeracy resources developed, 

catered for the needs of students from language backgrounds other than English, 

including ESL students. 

A range of teacher support materials were developed to assist teachers of ESL students, 

including newly arrived ESL students, in the early years of schooling. 

200 ESL resource CDs were compiled and distributed to all beginning ESL teachers. 

11 schools establishing an ESL program received funding of $1,000 each for purchase of 

ESL resources 

Recently arrived, senior ESL high school and Intensive English Centre students at risk of 

disengaging from education were awarded a total of 280 certificates and 586 statements 

of attainment in the Vocational Education and Training Accreditation Board (VETAB) 

accredited, outcomes-based Certificates in Spoken and Written English (CSWE), Levels 

I-III. 

Collaboration continued between Multicultural Programs and Henry Parkes Equity 

Resource Centre to ensure that resources support multicultural education priorities. ESL 

literacy resources featured in the top 100 resources borrowed from the State Equity 

Centre during 2007. Additional resources were purchased to support ESL teachers and 

students. 

Schools with isolated New Arrival Programs were supported with advice and resources 

by way of provision of a New Arrivals Kit of teaching resources. 

120,000 copies of bilingual dictionaries have been ordered in response to the demand 

from schools. Arabic is the most sought after language. 

In response to demand from schools, 250 copies of the Intensive English Programs 

Curriculum Framework (Secondary) were reprinted and distributed to schools and the 

Henry Parkes Equity Resource Centre. Copies were also provided to resupply New 

Arrivals kits sent to schools with isolated New Arrivals programs. 

1,000 copies of the Text Types (Intensive English) were reprinted in response to demand 

from schools. These copies were distributed to schools state-wide including 200 high 

schools with ESL programs, 15 Intensive English Centres and the Intensive English High 

School and Henry Parkes Equity Resource Centre and supplemented the New Arrivals 

kits sent to schools without ESL programs where newly arrived students requiring ESL 

support are enrolled. 

The Henry Parkes Equity Resource Centre provided support to teachers of ESL students 

and to ESL students, including: 

 

 

 

loaned over nine thousand items in New Arrival Program kits to 135 schools in 

regional NSW 

provided bilingual fiction books in over forty languages and bilingual dictionaries in 

forty six languages 

purchased resources to support students who are illiterate in their first language, 

literacy and numeracy games to support new arrival students, multimedia resources 

to support second language acquisition and books on current pedagogy related to 

second language acquisition 

25

developed reading lists to support teachers of the HSC ESL course and posted them 

on the library catalogue 

provided consultancy support to teachers and regional consultants 

conducted information sessions and provided resources to support ESL network 

meetings. 

 

A total of 2,944 ESL students completed the 2008 HSC English (ESL) course. 


 

 

 

 

 

Adequate skills in listening, speaking, reading and writing in English are critical for 

gaining and retaining employment and for success in education at all levels in Australia. 

TAFE NSW annually commits resources to deliver programs assisting students from non- 

English speaking backgrounds to acquire English language skills to enable them to 

achieve their educational and vocational aspirations. 

Students with English language learning needs continued to access a wide range of 

English language programs in a variety of delivery modes and environments. Programs 

were delivered face-to-face, online, by distance or by a combination of methods and were 

provided at TAFE NSW Institutes, at workplaces and in community settings. 

Between 2005 and 2007 enrolments in TAFE NSW delivered English language programs 

by students from non-English speaking backgrounds increased by 8.7 per cent and in 

vocational literacy programs by 53.2 per cent. 

The take up of learner (tutorial) support by TAFE NSW students from non-English 

speaking backgrounds increased markedly with over 7,612 enrolments in 2007 compared 

to 2,621 in 2005. 

TAFE NSW Institutes expanded provision of ESOL programs in regional areas: TAFE 

NSW – Hunter Institute now offers ESOL programs at its Glendale and Cessnock 

campuses and TAFE NSW – New England Institute provided vocational English in the 

workplace at a meat processing enterprise in Inverell. 


 

The Adult Migrant English Service (AMES) provided English language and literacy 

training to almost 8,000 migrants and refugees in 2007-2008. 

Strategies 

Schools 

 

The Department continued to: 

coordinate New Arrivals and ESL programs for students in primary schools, 

secondary schools, Intensive English Centres and the Intensive English High School 

provide targeted ESL support for newly arrived ESL students in rural and regional 

schools 

develop teaching materials to assist staff to cater for the English language learning 

needs of students from language backgrounds other than English 

provide support and advice to teachers in rural and regional high schools and primary 

schools through the specialist ESL/New Arrivals Program consultancy 

investigate the use of distance technology for the provision of intensive English 

language programs to newly arrived ESL students in rural and regional settings 

26

distribute resources and provide support and advice on ESL resources to schools and 

regions from the State Equity Centre. 

 

A total of $160,000 was distributed to regions to assist in supporting schools in 

implementing multicultural education initiatives, including: 

support for ESL schools using the Quality Teaching framework to evaluate teaching 

practice and strengthen educational outcomes for ESL students 

support for schools reporting to parents on the outcomes of ESL students using the 

ESL reporting scale 

support for schools to develop more effective ESL program organisation, ESL 

program supervision, ESL data management processes or ESL pedagogy 

support for schools developing effective ESL language and literacy teaching across 

the curriculum 

support for schools implementing the ESL Steps K-6 Curriculum Framework, K-6 

Curriculum Outcome Groups, English 7-10 Syllabus, Stage 6 English (ESL) Course 

and ESL Scales. 

support for schools analysing ESL student results in the National Assessment 

Program in Literacy and Numeracy (NAPLAN) 

forums and workshops that support ESL teachers sharing their expertise and 

resources. 


 

Institutes deliver a range of English language and literacy programs to cater for diverse 

groups of students, including adult refugees. In addition to core funded English programs 

such as ESOL, English Pronunciation, English for Further Study and English for 

Academic Purposes, Institutes deliver key externally funded English language programs. 

Examples include: 

Initial, Basic and Advanced level training under the Language, Literacy and 

Numeracy Programme (LLNP) funded by the Department of Education, Employment 

and Workplace Relations. The advanced stream also targets clients from non- 

English-speaking-backgrounds seeking International English Language Testing 

System (IELTS) and Occupational English Test (OET) training. 

Delivery of the Department of Immigration and Citizenship funded Adult Migrant 

English Program by all TAFE NSW regional Institutes and the TAFE NSW - Northern 

Sydney and Sydney metropolitan Institutes. The Adult Migrant English Program is 

also delivered through the specialist distance education and training provider, TAFE 

NSW – Western Sydney Open Training and Education Network. 


 

The Adult Migrant English Service delivers English language and literacy training to adult 

migrants and refugees under the Adult Migrant English Program (AMEP) funded by the 

Department of Immigration and Citizenship and the Language, Literacy and Numeracy 

Program (LLNP) funded by the Department of Education, Employment and Workplace 

Relations. These programs are delivered at six centres in Sydney, with on-line delivery 

also an option for AMEP students. 


 

The Department will further investigate the provision of English as a Second Language 

tuition support to newly arrived students required English language and literacy support 

through the use of technology. 

27

Regional Institutes are responding to the increased demand for learner support for recent 

arrivals who are exiting the Adult Migrant English Program and undertaking vocational 

programs at higher award levels. 

2.5 TARGETED AND CUSTOMISED PROGRAMS 

The Department delivered a range of programs and services to enable the full participation of 

targeted students from culturally and linguistically diverse backgrounds, in school and 

vocational education and training. Particular targeted groups included refugees, at-risk 

students from particular cultural groups, migrants with overseas qualifications and skills, 

women and adults with low literacy levels. 

 

 

The Refugee Student Assistance Scheme, a joint initiative of the Department of 

Education and Training and the NSW Teachers Federation, continued to provide limited 

financial support to refugee students. A total of $15,100 was provided to refugee students 

in 13 primary schools, 2 high schools and 12 Intensive English Centres making a total of 

37 schools supported through the scheme. A total amount of $5,000 was distributed 

across eight TAFE NSW Institutes resulting in students receiving support under the 

scheme in 2008. The funds support refugee students through the provision of textbooks, 

excursions, subject fees, stationery and uniforms. 

TAFE NSW - Hunter, South Western Sydney, Sydney and Western Sydney 

supplemented these allocations to support eligible students. TAFE NSW - Sydney 

Institute Student Association supplemented the RSAS allocation with $2,700 to support 

an additional 13 students. 

Achievements 

Schools 

 

 

$144,000 was distributed to regions to provide a range of support programs for refugee 

students and other identified groups of students from culturally and linguistically diverse 

backgrounds, including: 

regional coordination of the range of programs and services targeting refugee 

students and supporting schools with significant enrolments of refugee students 

development of teaching resources and programs to support identified groups of 

students from diverse cultural and linguistic backgrounds, including refugee students, 

who are at risk of not completing their education 

professional learning programs for teachers of refugee students aimed at providing 

teachers with skills and understandings of the educational and resettlement needs of 

refugee students as well as information on the countries and cultures of newly arrived 

refugee students 

establishment of partnerships between schools and community agencies and nongovernment 

organisations responsible for delivering services to targeted 

communities, including refugees 

documentation and dissemination to schools of available support services for 

targeted communities, including refugees 

collection of accurate data on targeted students, including refugees 

 

 

provision of homework support programs for refugee students 

tailored vocational education programs for targeted groups of students, including 

refugees, at risk of not completing their education. 

9 secondary schools participated in the Refugee Action Support (RAS) Partnership, a 

joint initiative of the NSW Department of Education and Training, the Australian Literacy 

28

During 2008, the Department implemented a range of initiatives under the Refugee 

Support Strategy, including two innovative programs in schools in Western Sydney 

Region and South Western Sydney Region: the Intensive English Program for Refugee 

Students in primary schools and the Refugee Transition Program in high schools. These 

programs piloted new approaches to supporting refugee students. Seven primary and 

seven secondary schools supporting 127 and 117 students respectively, received funding 

for an additional teacher position (0.5 EFT) and professional learning support in order to 

implement the program. $14,000 was distributed to the schools to fund extra resources 

and learning experiences for the targeted students and some schools provided additional 

funds from school budgets to support the program. 

76 students, 15 teachers, three careers advisors, seven regional multicultural and 

vocational education consultants, 10 TAFE officers, five business and community 

representatives and six CIOs attended an educational and vocational workshop for 

refugee students. 

The Henry Parkes Equity Resource Centre purchased additional resources to enhance 

provision of support for new and emerging communities and language groups. 

ESL and settlement support was provided for 611 newly arrived refugee students in 

Intensive English Centres (IECs) and the Intensive English High School, 466 newly 

arrived refugee students in primary schools and 75 newly arrived refugee students in high 

schools. 

A Beginning Well program aimed at enhancing refugee students’ transition from home to 

school and strengthening refugee parents’ capacity to support their children’s learning, 

was developed, trialled and evaluated in one school in Western Sydney Region. 

Evaluations indicated significant improvement in refugee children's adjustment to 

Kindergarten and refugee parents' relationship with the school. Four African families were 

supported in their children's transition to Kindergarten in 2008 and participated in the 

school's transition to school program for the first time. Parents reported that the program 

provided their children with activities and equipment which they do not have at home. 

They also reported that they learnt valuable information about schooling in Australia 

appreciating the opportunity to meet with school personnel and learn more about 

Australian customs, school routines and programs. 

An expanded Beginning Well program, targeting refugee families has commenced in 

Western Sydney Region. Five schools participated in a two day mentor training in August 

2008 in preparation for implementation of the program in Term 4, 2008 - Term 1, 2009. 

 

 

In South Western Sydney and Western Sydney regions eleven high schools and one 

primary school with significant numbers of refugee students provided twice-weekly, after 

school tutorial sessions including bilingual support to recently arrived refugee students. 

The tutorial sessions aimed to improve literacy and numeracy outcomes of refugee 

students and to increase participation and engagement in school. 

In Hunter/Central Coast Region implemented initiatives specifically aimed at supporting 

refugee students and new arrivals. These initiatives included kindergarten and year 7 

29

supported all schools with planned enrolments of refugee students into kindergarten 

or year 7 to be inclusive of refugee students and parents in their transition programs. 

All parents of these students were supported by a regionally appointed project officer 

to attend these transition programs with their son or daughter. 

continued its successful partnership with Northern Settlement Services to provide 42 

in-class volunteer tutors for refugee students in 13 schools 

disseminated new information on support services for targeted CALD communities, 

including refugees, to relevant schools via the region's Refugee Support Officer and 

Community Information Officer 

conducted two meetings with African community leaders to facilitate greater 

understanding of school policies and procedures by the Sudanese, Burundian, 

Liberian and Sierra Leonean communities. 

 

 

 

Illawarra and South East Region implemented three strategies for supporting refugee 

students in the classroom in 2008: 

A revised enrolment procedure now includes a cultural awareness session of 30 

minutes to be delivered to school staff on the enrolment of a school's first refugee 

student or subsequent refugee students if required. 

A Supporting Refugees in the Mainstream workshop with 20 mainstream and four 

ESL teachers from three primary schools and one secondary school in Goulburn. 

A Cultural Awareness and ESL Pedagogy workshop for regional consultants as part 

of a regional learning day. 

South Western Sydney Region implemented a range of initiatives to meet the learning 

and settlement needs of refugee and humanitarian entrant students and their families 

including: 

professional support to regional staff on the educational and resettlement needs of 

refugee students, including 30 regional professional learning activities, 15 school 

based workshops, 170 meetings in schools, including case management 

bilingual mentor support provided on a needs basis to 64 students including TAFE 

course participation, IEC/HS transition and primary school support 

Regional Refugee Week Forum organised to acknowledge the refugee journey, 

celebrate achievements and consolidate links with community groups and 

organisations with 100 participants including students, staff, parents and community 

members 

Regional representation at more than 45 interagency meetings with a focus on 

refugee resettlement 

provision of regional funds to 4 schools for implementation of refugee initiatives. 

In addition, South Western Sydney Region delivered programs and services to enable 

the full participation of other targeted students from culturally and linguistically diverse 

backgrounds, including: 

 

support for 140 LBOTE students through Gateways program mentoring and 

vocational course placement 

2 pilot BVET funded projects for students from Arabic communities (4 schools: 184 

students) and Pacific communities (3 schools: 39 students) to increase participation 

in mandatory Stage 6 VET work placements and improve student learning outcomes. 

30

Western Sydney Region implemented a range of initiatives to meet the needs of refugee 

students, including: 

mentor support for approximately seventy secondary students during their transition 

from the Intensive English Centre to secondary school. 

learning support officer (ethnic) or mentor support for thirty primary students during 

their transition into schools. 

support provided by Regional Refugee Support Officer to students and school staff 

across the region. The officer attends Learning Support Team meetings in schools to 

assist the development of plans to support students. 

intensive English support for ten refugee students at Blacktown South Primary School 

a regional refugee support committee which meets twice per term and attended by 

Student Services, school counsellors, multicultural education consultants, community 

information and liaison officers, the regional refugee support officer, state office 

personnel, and regional equity coordinator. Non government organisation 

representatives are invited on a needs basis. 

Sydney Region published Student Leadership and Literacy Program for Students from 

Pacific Community Backgrounds: a literacy based mentoring program embedding cultural 

understanding within student leadership development and distributed it to all regional 

schools. The program was developed by the region under the Youth Partnership with 

Pacific Communities. It aimed to build the leadership capacities in young people from 

Pacific communities and increase their participation in leadership roles within schools and 

the wider community, to build students’ self confidence and communication skills and to 

provide opportunities for students to share messages about cultural responsibilities, 

tolerance and understanding with the wider community. 

In 2008, the region adapted the program and implemented it as a Student Leadership 

and Literacy Program for Students from Arabic Speaking Backgrounds. Fifty two students 

of Arabic speaking backgrounds enrolled in four high schools that were identified as 

potential leaders and mentors, participated in the project. The initiative combined a range 

of strategies to engage the interest of the students and develop their skills. A key strategy 

was the involvement of two Arabic youth leaders in each participating school as guides 

and mentors. A high proportion of participants will occupy leadership roles within their 

schools in 2009. 


TAFE NSW Institutes customise courses to assist members of ethnic minority communities 

to achieve their further study and employment goals. Programs target migrants with overseas 

qualifications and skills, refugees, women, mature-aged jobseekers, young people with 

disrupted learning and people with a disability. 

The customised programs highlight the role of TAFE NSW in reinforcing vocational 

pathways, responding to areas of skill shortage and strengthening community capacity. 

 

TAFE NSW Institutes provided vocational courses with integrated English language skills 

for students from non-English speaking backgrounds through programs such as Get 

Skilled, Outreach and externally funded programs including the Department of Education, 

Employment and Workplace Relations Language, Literacy and Numeracy Programme: 

 

TAFE NSW - Hunter Institute delivered seven vocational programs with integrated 

English language support tailored to the needs of specific groups. For example, an 

introduction to the building industry for refugees from African communities and AQF 

31

TAFE NSW - Illawarra Institute offered a Learner Driver’s course for Adult Migrant 

English Program students experiencing barriers to obtaining a Learner Driver’s 

Permit. The course will continue in 2009. 

TAFE NSW - Riverina Institute offered a Job Readiness course to assist recently 

arrived skilled migrants with higher levels of English to gain employability skills for the 

Australian labour market. Twenty students enrolled and five students gained 

employment prior to completing the course. Students also passed the Senior First Aid 

Certificate. 

Tailored programs for overseas qualified migrants and refugees also include those 

offered for: overseas trained accountants at TAFE NSW - South Western Sydney, 

Western Sydney – OTEN, and Sydney Institutes; in Butchery, Automotive Electrical 

Technology and for overseas trained teachers at TAFE NSW - South Western 

Sydney Institute; and, two Professional Orientation Program for Skilled Migrants at 

TAFE NSW - Sydney Institute. 

 

Partnership arrangements with government and non-government agencies underpinned 

delivery of a number of highly successful TAFE NSW tailored vocational programs. 

 

TAFE NSW – Sydney Institute implemented a project in partnership with Auburn 

Council targeting overseas trained engineers studying the Computer Technology for 

Engineers course. The project entailed contribution of scaled drawings for a re-fit of a 

building to make it suitable for the needs of the local Vietnam Veterans Association. 

Students were required to familiarise themselves with the site, occupational health 

and safety regulations, disability access standards and Council development 

application requirements as well as communicate with Council staff. The product was 

delivered on time and to the standard required by Council. 

 

TAFE NSW – Western Sydney Institute in partnership with key agencies including 

Centrelink, NSW Police, Nepean Migrant Access and job network providers delivered 

a Pathways to Primary Industry program targeting refugees in Western Sydney with a 

keen interest in working in the agriculture industry. 

Participants built on their existing farming skills and gained knowledge and skills in 

Australian agricultural practices through a tailored program that offers units of study in 

agriculture, English language and literacy, job seeking and also includes field trips 

and work placement. A key strategy is the direct involvement of job network providers 

and the assistance they provide to students to gain employment. 


 

 

The Adult Migrant English Service (AMES) delivered the Skillmax program which 

provides English language training for jobseeking for under-employed and unemployed 

skilled migrants. A total of 1,183 students participated in the Skillmax program in 2007- 

08, 147 in the public sector program and 1,036 in the jobseekers program. 

Adult and Community Education (ACE), the Adult Migrant English Service (AMES) and 

the DET Strategic Skills Program worked in partnership to offer a Skills Link Program in 

2008. AMES provided English skills training and linked these students to ACE vocational 

training. ACE delivered vocational training to more than 147 participants in the areas of 

aged care, children’s services, hospitality operations and retail operations. 

32

Adult and Community Education (ACE) funded five targeted equity projects in 2008 to 

increase vocational training to migrants. This was additional to 15 projects funded under 

the Skilled Migrants mentoring program. Half of the projects are in regional and rural 

areas and half are in the Sydney metropolitan area. 

Strategies 

Schools 

 

 

 

 

 

The Department continued to develop a range of programs and resources to meet the 

education and training needs of refugee and humanitarian entrant students, including: 

provision of first language and bilingual support for newly arrived students in Intensive 

English Centres 

mentoring programs for refugee students at risk of not completing schooling 

professional learning regarding the needs of refugee students for teachers and school 

counsellors. 

During 2008, the Department also implemented a range of initiatives under a new 

Refugee Support Strategy, including the Intensive English Program for Refugee Students 

in primary schools and the Refugee Transition Program in high schools. 

Networks with government and non-government agencies were maintained to support the 

learning and settlement needs of refugee students and families. 

Collaboration with other DET directorates, government and non-government agencies 

and the Catholic Education sector increased to facilitate the planning of strategies, 

implementation of a range of programs and development of resources to better meet the 

needs of refugee students. 

Relationships with Integrated Humanitarian Settlement Strategy (IHSS) service providers 

(ANGLICARE and ACL) were strengthened to assist in the effective settlement of refugee 

students and their families into Australia and education. 


Institutes provide appropriate vocational education and training options for clients from ethnic 

minority communities including English language and literacy programs, and other targeted 

and customised programs, as required. 


 

 

 

 

The Department will continue to develop resources to enhance the learning outcomes of 

refugee and humanitarian entrant students. 

Resources developed to meet the needs of students from Arabic speaking and Pacific 

backgrounds will be distributed, as appropriate, to schools and be available on 

Departmental websites, including regional websites. 

Transition to the Australian labour market poses challenges for most migrants and 

refugees, including highly skilled professionals and paraprofessionals. The challenges 

are exacerbated for refugees who have had limited opportunity to gain work experience. 

TAFE NSW Institutes are delivering programs which incorporate employability skills for 

the local employment market to cater for the diverse needs of migrants and refugees. In 

33

2.6 COMMUNITY LANGUAGES 

Information is provided on community languages education provided through the Community 

Languages Program K-6, the Saturday School of Community Languages (SSCL) and 

languages programs provided through TAFE NSW. Information on the NSW Community 

Languages Schools Program is provided in the section on Funded Services. 

Achievements 

Schools 

 

 

 

 

 

Community Languages Program K-6 teaching positions were redistributed among 

primary schools following an annual survey process to reflect the needs of the New South 

Wales school community. In 2008, 243.8 FTE community language teaching positions 

were reallocated to provide instruction in 30 languages in 152 primary schools to 46,796 

students who wished to learn and maintain their first language or gain access to a second 

language. 

The Saturday School of Community Languages (SSCL) provided access to School 

Certificate and Higher School Certificate courses in 23 and 24 languages respectively to 

approximately 4,400 secondary students in Years 7-12 from language backgrounds other 

than English in centres throughout Sydney, Newcastle and Wollongong. In addition, in 

2008, nine Year 11 and 12 students in country areas were supported by SSCL teachers. 

In 2008, the Saturday School of Community Languages introduced Portuguese, Bengali 

and Hindi at additional centres in areas where demand for these languages was indicated 

through research into current and potential demographic trends. Portuguese was 

introduced at School Certificate and Higher School Certificate levels at the new centre. 

Hindi was introduced at Higher School Certificate level for the first time, with first in the 

state and three of the top five being awarded to SSCL students. 

In 2007, classes were opened in Armenian with six students. Numbers increased to 16 in 

2008. 

In 2008, of 491 Year 10 students studying languages at the School Certificate level at the 

Saturday School of Community Languages, 98 studied a SSCL Board Endorsed Stage 5 

language course. 


 

 

Institutes offered languages other than English programs in response to local community 

demand, including: Arabic, Chinese, French, German, Indonesian, Italian, Japanese, 

Korean, Spanish and Vietnamese. 

TAFE NSW - Hunter, North Coast, Northern Sydney, South Western Sydney and Sydney 

Institutes maintained provision of interpreter programs, including in emerging languages. 

TAFE NSW - Sydney Institute continued to deliver a broad range of interpreting courses 

and customised each semester’s intake to reflect industry requirements by course level 

and by language. TAFE NSW-Sydney Institute represents TAFE on the NSW NAATI 

advisory panel. 

34

In 2008, TAFE NSW – Sydney Institute also introduced a translation skills course in 

response to industry and community demand. 

Strategies 

Schools 

 

 

 

 

The Department implemented a range of programs to support community language 

education for students who wished to learn and maintain their first language or gain 

access to a second language, including: 

Community Language Program K-6 

Saturday School of Community Languages. 

The Saturday School of Community Languages (SSCL) continued to investigate current 

and potential trends to plan community language provision, including appropriate 

language provision for new and emerging communities. 

The SSCL continued to offer a range of Board Endorsed Courses (BEC) leading to 

School Certificate level (Years 7-10) for languages studied in which there is no Board of 

Studies syllabus. 

Courses in languages other than English are provided through the Open High School to 

students who cannot attend school or where a school is unable to provide study in the 

language of choice. 


Institutes provide community language, interpreting and translating programs, as required. 


Investigate ways to meet the increasing demand from primary schools for instruction in 

community languages, including new languages. 

2.7 STUDENT SUPPORT SERVICES 

Achievements 

Schools 

 

 

Student Welfare Directorate implemented initiatives to assist teachers and departmental 

officers to better meet the needs of students from culturally and linguistically diverse 

backgrounds including: 

 

 

 

provision of culturally inclusive drug education materials 

activities to assist home school liaison officers to understand the attendance needs of 

students from culturally and linguistically diverse backgrounds, including newly 

arrived refugee students 

activities to enhance the skills of school counsellors in supporting students from 

culturally and linguistically diverse backgrounds. 

Networks with government and non-government agencies were maintained. The NSW 

Service for the Treatment and Rehabilitation of Torture and Trauma Survivors 

(STARTTS) provided specialist torture and trauma counselling services for students in 

schools. Collaboration with NSW Refugee Health was extended to include services and 

35

South Western Sydney Region conducted a range of student support initiatives including: 

48 Settling In Program courses for students in all 8 South Western Sydney Region 

Intensive English Centres and in an additional 47 schools 

three regional training workshops in Settling In with 45 participants 

conduct of Families in Cultural Transition program in 18 schools 

provision of additional student welfare and support programs such as mentoring 

programs and counselling services. 

TAFE NSW and Adult and Community Education 

A broad range of support services are offered by TAFE NSW to ensure that students can 

participate productively in education and training. These include recognition of overseas 

qualifications, career education and counselling, support services for students with a 

disability, child care, support for women, libraries, learner support and specific services to 

address the needs of students from non-English speaking backgrounds. 

The Adult Migrant English Service Support (AMES) provides services to students including 

counselling, child care, individual learning centres and first language support through the use 

of bilingual AMES staff and interpreters. 

 

 

Guidelines for an additional 11 countries have been developed for inclusion in the 

resource Recognition of Overseas Vocational and Higher Education Qualifications. The 

resource assists Institute staff in the assessment of overseas qualifications for TAFE 

NSW study purposes. The additional countries will be uploaded to the TAFE NSW 

website. 

Institutes continued to provide a range of counselling and learner support services, 

including bilingual support from TAFE counsellors, to cater for the psychological, 

educational and social wellbeing of students, including refugees and humanitarian 

entrants. Initiatives include: 

Provision of accommodation at TAFE NSW - Hunter Institute for a counsellor from the 

Service for the Treatment and Rehabilitation of Torture and Trauma Survivors to 

provide services to refugees and humanitarian entrants at Newcastle campus 

Recruitment of an additional Arabic speaking counsellor at TAFE NSW - Sydney 

Institute. 

Strategies 

Schools 

 

 

The Department continued to provide a range of support services for school students, 

including those from diverse cultural and linguistic backgrounds. These included school 

counsellors, programs to monitor and support student behaviour and attendance, antibullying 

programs, student mentoring and drug education. 

Settling In, an early intervention program using group counselling techniques, was 

conducted in schools with significant refugee student enrolments. 

36

Networks with government and non government agencies were maintained. The NSW 

Service for the Treatment and Rehabilitation of Torture and Trauma Survivors 

(STARTTS) provided specialist torture and trauma counselling services for students in 

schools. Collaboration with NSW Refugee Health continued to include services and 

training for refugee students and their families in the areas of nutrition, dental health and 

vaccinations. 

Bilingual/bicultural school learning support officers were provided to schools including 

non-metropolitan primary and high schools to assist in the successful settlement of 

refugee students into school. 


Institutes provide culturally and linguistically inclusive student support services that is, 

children’s centres, library services, counselling, course information, Recognition of Prior 

Learning information including that involving overseas qualifications and skills and support 

services provided by special program coordinators. 

Institutes support eligible students under the Refugee Student Support Scheme 


The Adult Migrant English Service Support (AMES) provides culturally and linguistically 

inclusive student support services, including child care, counselling and print and audiovisual 

course information in a range of community languages. 

37

EAPS ACTIVITY AREA 3: STAFFING 

OUTCOME 

Staff members have the knowledge and skills to deliver programs and services which 

meet the needs of a linguistically and culturally diverse NSW. 

Achievements 

 

In 2007, 122 bilingual employees were receiving the Community Language Allowance 

Scheme (CLAS) allowance, covering 32 community languages. 

Schools 

 

 

In 2008, the employment of specialised staff to deliver programs and services which met 

the needs of a linguistically and culturally diverse NSW included: 

886 ESL teachers (equivalent full time positions) which represents an increase of 10 

positions since 2007 

 

 

 

 

 

 

 

 

 

 

20 Community Information Officers (equivalent full time positions) 

111 School Learning Support Officers Ethnic (equivalent full time positions) providing 

bilingual and bicultural support for newly arrived students in 48 primary and 

secondary schools and 15 Intensive English settings 

13 Multicultural/ESL consultants (equivalent full time positions) 

Three refugee student support officer positions in South-Western and Western 

regions to support 14 schools participating in refugee pilot programs and to enhance 

state-wide support for refugee students 

Bilingual and bicultural support for newly arrived refugee students was provided 

through school learning support officers (ethnic) to a total of 51 schools, including 8 

rural and regional high schools and 43 metropolitan and non metropolitan primary 

schools 

Seven additional ESL teaching positions to support targeted refugee students in 

refugee pilot programs 

Nine teacher mentor positions providing additional support for ESL teachers in all 

non-metropolitan regions 

A Tibetan Aide position in Northern Sydney region to support the transition of 

students from Tibet to school 

A Refugee Support Officer and Sudanese Project Officer providing support to refugee 

students in the Hunter/Central Coast region 

A bilingual project officer providing support through the Gateways program; bilingual 

mentors supporting refugee students through the Refugee Resettlement Project; and 

targeted mentors supporting Arabic speaking and Pacific communities in South 

Western Sydney region 

ESL and class teachers were provided with a range of ESL professional learning 

opportunities including: 

A two day professional learning course, Mentoring essentials for ESL new arrival 

students, was provided for 50 ESL teacher mentors. The ESL New Arrivals Mentoring 

Program provides advice and support to teachers who do not have experience or 

qualifications in teaching ESL students. In 2008, ESL Mentors were available in 

Hunter Central Coast, North Coast, New England, Western, Illawarra & South East 

and Riverina regions. 

ESL Information Network meetings were conducted in all regions and provided 

networking opportunities for nearly 1,900 teachers. An ESLIN delivered via video 

conference in the New England region provided additional support to ESL teachers. 

38

The ESL Orientation Course was conducted through four regions and was attended 

by 158 ESL teachers. 

A two day orientation course for schools with new ESL Targeted Support Programs 

was provided for teachers in non-metropolitan regions. Additional orientation courses 

for teachers of newly arrived ESL students were offered by Western NSW and 

Riverina regions. 

The ESL in the Mainstream course was attended by staff from across the four 

metropolitan regions. 

Four Teaching English to Speakers of Other Languages (TESOL) seminars were 

conducted in partnership with the University of Technology Sydney providing 253 

teachers with an Institute of Teachers accredited ESL professional development 

program. 

New England and Western NSW region conducted training for administrative staff in 

the enrolment of ESL students. 

Regions collectively reported a range of other professional learning activities to 

support staff in the design, delivery and assessment of ESL courses including ESL 

Curriculum Framework meetings; ESL HSC networks; ESL reporting meetings; and 

ESL program management meetings. 

 

 

A range of professional development support was provided to Intensive English Program 

(IEP) teachers, bilingual staff and counsellors including: 

Attendance by 55 teachers from 14 Intensive English Centres (IECs) and the 

Intensive English High School (IEHS) at two professional learning moderation 

workshops to develop greater consistency in assessment of student work. 

Attendance by 30 IEP teachers at a professional learning workshop to review the IEP 

Task Bank, a comprehensive range of assessment tasks designed to assess student 

achievement. 

A workshop for 20 IEP executive staff on managing the new Enrolment and 

Registration Number (ERN) processes in Intensive English settings. ERN is a webbased 

student enrolment program. 

Attendance by nine bilingual staff members at a workshop on providing bilingual 

support to new and emerging communities. 

Attendance by 15 counsellors at an Art and Play Therapies workshop on supporting 

the settlement of newly arrived refugee students. 

Training in Certificates in Spoken and Written English I-III (CSWE) for 16 teachers 

from 10 schools as well as to three regional ESL consultants. 

Two CSWE moderation workshops on the consistency of teacher judgement in the 

assessment of student work were attended by 44 teachers from 13 high schools and 

10 Intensive English Centres. 

Three IEP counsellor meetings provided support for IEP counsellors on various 

settlement services and issues. 

Professional learning programs provided for community languages teachers included: 

Attendance by 14 community languages teachers and 14 school executive at the 

community language induction program. 

150 primary community language teachers completed workshops on assessment and 

reporting in Languages K-6. An additional 153 teachers of Years 7-10 from the 

Saturday School of Community Languages participated in workshops on assessment 

of students in Stages 4 and 5 across 20 community languages. 

16 teachers undertook the Community Languages Fluency Test in March 2008. 

109 secondary teachers of community languages completed workshops on the new 

course prescriptions for the HSC Extension course across eight community 

languages. 120 Saturday School of Community Languages teachers attended 

39

124 secondary teachers completed workshops on the new HSC Beginners syllabuses 

across four community languages. 

21 Saturday School of Community Languages teachers were supported to develop 

materials and present workshops for Background Speakers and Extension courses. 

43 Saturday School of Community Languages teachers were supported to attend 

conferences on languages teaching and learning, the middle years of schooling and 

leadership development. 

 

 

 

Professional learning programs provided in anti-racism education included: 

The development of a state-wide, online, self-access Anti-Racism Contact Officer 

(ARCO) update course to assist regions in delivering ARCO training. Two regions 

reported officers undertaking this self-access course. 

12 officers from six state office directorates were trained as new ARCOs. 

Anti-Racism Contact Officer (ARCO) training conducted in all regions with a total of 

430 new ARCOs trained. 

Training of ARCO regional facilitators was reported by three regions with 32 people 

trained. 

ARCO network meetings were reported by two regions with 269 officers in 

attendance. 

A wide range of additional anti-racism professional learning activities were reported in 

four regions with 1,378 officers in attendance. 

Four regions reported that all their schools (100%) had a trained ARCO. 

67 teachers from 17 schools received Cooling Conflicts training. 

Professional learning programs promoting parent and community support included: 

20 Community Information Officers (CIOs) covering all regions participated in five 

days of professional learning on role clarification and skills development. 

13 Community Information Officers completed a Facilitator Essentials course. The 

course, conducted by Professional Learning and Leadership Development 

Directorate, aimed to enhance CIOs’ capacity to facilitate workshops and deliver 

training to assist parents in understanding schooling in NSW and in supporting their 

children’s learning. 

Northern Sydney region reported an increase in the use of staff receiving CLAS. 

In South Western Sydney, three of the seven CIOS received the CLAS entitlement to 

support culturally and linguistically diverse communities. 

In Northern Sydney region, community representatives from language backgrounds 

other than English were trained in merit selection processes for school based 

selection panels. 

Support for refugee students including professional development on the settlement needs 

and issues faced by refugees and new migrants included: 

Attendance by 42 teachers and executive staff at four workshops on developing 

teacher awareness of the impact of the refugee experience and the settlement and 

educational needs of refugee students. 

A professional learning program, Teaching Refugees in my Classroom, developed to 

provide mainstream teachers with the skills and knowledge to support effective 

teaching of refugee students in the mainstream classroom. 

Attendance by 76 students, 15 teachers, 3 careers advisors, 7 regional multicultural 

and vocational education consultants, 10 TAFE officers , 5 representatives from 

business and community partnerships and 6 community information officers at an 

educational and vocational workshop for refugee students. 

40

A two-day Settling in course, delivered in conjunction with the NSW Service for the 

Treatment and Rehabilitation of Torture and Trauma Survivors (STARTTS), for 

school counsellors and ESL mentors from rural and regional schools. 

A tutoring program supporting refugee students with their homework was trialled at 

Lismore High School with tutors from Southern Cross University. 

Four regions reported a range of professional learning activities to assist schools in 

supporting refugee students. This included the provision of workshops and training to 

approximately 200 teachers. 

In the Hunter/Central Coast region, 33 schools were supported to meet the learning 

needs of refugee students. A further 93 teachers were provided with professional 

development in programming and teaching strategies to meet the needs of refugee 

students. 

Kindergarten and Year 7 African refugee students from 13 schools were supported in 

their transition to school by the regional Sudanese Project Officer in the 

Hunter/Central Coast. 

 

 

Professional development support for overseas trained teachers (OTTs) from language 

backgrounds other than English included: 

Nine Pre-Employment courses with 190 overseas trained teachers participating. 

679 overseas trained teachers have taken part in the Professional English 

Assessment for Teachers (PEAT) test with 103 successfully completing all 

components. 

70 overseas trained teachers were supported to undertake both full and part time 

TAFE delivered English for Specific Purposes courses at Randwick, Blacktown and 

Liverpool TAFE colleges. 

Professional learning support for curriculum initiatives included: 

Professional learning in culturally inclusive cannabis education was delivered to 122 

secondary teachers by drug education consultants. 

Multimedia training was provided to 28 teachers involved in school -cultural exchange 

programs. 

Professional support for pre-schools to strengthen transition to school by students 

from culturally and linguistically diverse communities. 

Four Principals meetings included cultural awareness training in the New England 

region. 

TAFE NSW and Community Education 

The TAFE and Community Education portfolio identifies and utilises the cultural and linguistic 

skills of its workforce to achieve the organisation's strategic objectives. TAFE NSW Institutes 

and the Adult Migrant English Service (AMES) implement a broad range of initiatives to 

ensure that teachers and support staff have the knowledge and skills to develop and deliver 

programs and services to effectively meet the needs of people from culturally and 

linguistically diverse communities. These include the employment of staff with the requisite 

knowledge and skills and the delivery of professional development programs. 


A diverse range of professional development programs were implemented in TAFE NSW to 

support staff to deliver programs and services for a culturally and linguistically diverse 

community. The initiatives focussed on the development of intercultural competencies, antiracism 

training, cross-cultural communication in the classroom, effective use of interpreters, 

teaching and learning in a multicultural learning environment and the recognition of overseas 

qualifications. Examples are: 

41

TAFE NSW - Western Sydney Institute provided professional development activities to 

127 staff members in 2008. The activities focussed on awareness of African cultures, 

teaching strategies for culturally and linguistically diverse students, teaching in a 

multicultural classroom, provision of customer service in a multicultural context and the 

recognition of overseas qualifications for study in TAFE NSW. 

TAFE NSW - Northern Sydney and Western Sydney Institutes delivered Teaching in the 

Multicultural Classroom to 41 and 15 staff members respectively during the year. 

Institutes employed relevant staff, including 13 multicultural education coordinators 

(IMECS) in five Institutes, a Student Support Officer, African Communities at Hunter 

Institute and multicultural contact officers in the TAFE NSW - Riverina and North Coast 

Institutes to support students from non-English speaking backgrounds. These officers 

contributed to Institute planning and evaluation activities, played key roles in programs 

and initiatives enhancing awareness of vocational education and training and pathways, 

supported student learning, built community capacity, promoted productive partnerships 

with culturally and linguistically diverse communities and provided professional learning 

programs for other staff. 

TAFE NSW Institutes extended first language support to students, potential students and 

other clients through implementation of the Community Language Allowance Scheme 

(CLAS). In 2008, 71 CLAS recipients provided support in 24 languages other than 

English at a total cost of $73, 556. 

Institutes updated and distributed lists of bilingual staff with the requisite knowledge and 

skills in their first language to support students and clients. 

The TAFE NSW Multicultural Education Unit officers delivered professional development 

to 250 Institute staff members on the recognition of overseas qualifications for study in 

TAFE NSW. Officers also mentored 350 assessors to assist with requests related to the 

assessment of complex overseas documents. 

In addition the Unit provided on-line support and developed additional resources to assist 

assessors with the identification and assessment of overseas documents for the 

provision of recognition of prior learning. The Unit also provided support to TAFE NSW 

Institute staff on request to assist in the implementation of policies, programs and 

services for people from non-English speaking background. 

 

In 2008, in response to stakeholder feedback as part of TAFE in the 21 st Century 

consultations, TAFE NSW created a Social Inclusion and Vocational Access Unit to 

provide equity services to TAFE NSW students. Roles and responsibilities of the TAFE 

NSW Multicultural Unit will be absorbed into this new Unit. The new Unit will be fully 

operational from 2009. It will include a senior specialist position, Manager Cultural 

Diversity. 


 

 

Adult Migrant English Service (AMES) staff participated in a range of activities aimed at 

promoting cultural awareness, including professional development workshops in areas 

such as new and emerging communities and cross-cultural issues and celebrations 

during harmony Day, activities during Adult Learners Week and World Refugee Day. 

Adult and Community Education (ACE) equity programs targeting migrants demonstrated 

that relevant community consultation had occurred to determine the appropriate training 

42

Strategies 

 

Bilingual staff members are encouraged to use their bilingual skills to improve the access 

and quality of services delivered to members of the public who speak a language other 

than English through the Community Language Allowance Scheme (CLAS). 

Schools 

 

 

 

ESL professional learning initiatives include: 

ESL Information Network (ESLIN) meetings conducted and facilitated by ESL teacher 

coordinators for ESL teachers to meet regularly to share ideas, resources and 

developments in ESL teaching 

The ESL Orientation Program, which supports newly appointed ESL teachers and 

provides an orientation to ESL methodology, policy and program operations in NSW 

schools 

School based initiatives included using the ESL Scales, linking the English syllabus 

with the ESL Steps: Curriculum Framework K-6 

Data analysis training in national assessment relating to ESL students 

data management processes training for the ESL and New Arrivals Survey 

The ESL in the Mainstream course, a ten module course which develops teacher 

skills to support ESL students across all curriculum areas 

Teachers of English as a Second or Other Language (TESOL) seminars which 

provide participants with information on current ESL pedagogy practices 

Stage 6 ESL HSC course training provided for teachers new to teaching the course. 

ESL professional learning workshops provided for non-metropolitan regions by New 

Arrivals Program ESL consultants 

ESL teacher mentors employed to assist staff in non-metropolitan regions without 

access to ESL programs 

ESL pedagogy action enquiry projects to support specialist ESL and classroom 

teachers in primary and secondary mainstream classrooms to develop quality 

pedagogy for schools with significant ESL support needs 

ESL targeted projects to assist schools to meet the English language and literacy 

needs of their particular students 

Provision of professional learning resources and services through the Henry Parkes 

Equity Resource Centre. 

A range of professional development support is provided to Intensive English Centre and 

Intensive English High School teachers and bilingual staff and counsellors to develop 

intensive English teaching reflecting quality teaching principles and to improve student 

literacy and numeracy skills. Strategies include moderation workshops, curriculum 

delivery workshops, training on delivery of the Certificates in Spoken and Written English 

I-III (CSWE) courses and training on student welfare issues. 

The Department implements a range of strategies to support staff professional learning in 

Community Languages education, including: 

Saturday School of Community Languages (SSCL) teachers gaining access to latest 

developments in teaching methodology, assessment and resource production 

through professional development activities held each term 

43

Community Languages Program K-6 network meetings conducted each term to 

provide professional development and collegial support for Community Languages 

teachers 

Induction programs for new teachers of community languages 

Providing support for teachers to implement effective Community Languages 

Programs K-6 

Encouraging bilingual teachers to undertake Community Language Fluency Testing 

for the purpose of gaining approval to teach that language. 

 

 

 

 

The Department continues to provide a range of anti-racism education professional 

learning activities for teachers and regional consultants in the implementation of its Antiracism 

policy including: 

Anti-Racism Contact Officer (ARCO) training 

Audit of ARCO training needs 

Anti-racism delegate training 

ARCO network meetings 

Anti-racism professional learning workshops 

Provision of anti-racism professional learning resources 

Anti-racism targeted regional initiatives to assist schools to address local issues of 

racism 

Training in the delivery of the Cooling Conflicts program, a conflict management 

program that uses educational drama techniques and peer teaching. 

The implementation of the Cultural Diversity and Community Relations policy: 

Multicultural Education in Schools is supported by professional learning activities 

including the following: 

Provision of facilitator training for the delivery of the Tips and Ideas to Improve your 

Parenting Skills (TIPS) course. 

School and regionally based professional learning workshops. 

Training in the settlement needs and issues faced by refugees and new migrants is 

provided including: 

Families in Cultural Transition (FICT) course facilitator training – FICT is a course for 

new arrival and refugee parents to assist in their resettlement 

Settling In facilitator training - Settling In is an early intervention program which aims 

to assist students in the process of adjustment to life in a new country 

School and regionally based professional learning workshops for school counsellors, 

mainstream and ESL teachers 

Training for new Home School Liaison Officers (HSLOs) on the needs of newly 

arrived students 

Pilot project in South Western Sydney region to support the needs of newly arrived 

refugee students. 

The Department continues to provide professional development support for overseas 

trained teachers (OTTs) from language backgrounds other than English. This support is 

aimed at improving the knowledge and skill level of OTTs as well as assisting them to 

contribute fully to education and training in NSW. Strategies include: 

Provision of support for the implementation of the Pre-employment Program for 

Overseas Trained Teachers (OTTs) 

Provision of support and funding for the Professional English Assessment of 

Teachers (PEAT) test for overseas trained teachers (OTTs) and assistance teachers 

in preparing for this test. 

44

The Department continues to employ specialised staff to deliver programs and services 

which meet the needs of a linguistically and culturally diverse NSW. This includes 

Community Information Officers, School Learning Support Officers Ethnic and 

Multicultural/ESL consultants. It also includes the employment of specialist officers to 

support the local needs of culturally and linguistically diverse communities in regions 

such as Community Liaison Officers, Refugee Support Officers and bilingual mentors. 

The Department supports the retraining of non-accredited staff appointed to ESL 

positions though the conduct of the Graduate Certificate in TESOL course. 

The Department continues to provide training for schools in the use of, and how to gain 

access to interpreters. 


 

 

 

Institutes provide relevant training programs to Institute staff, including staff in designated 

positions to assist the Institutes to further enhance equitable access, participation and 

outcomes for people from ethnic minority communities and groups. 

Institutes identify and record staff with fluency in strategically significant languages other 

than English and promote their availability. 

Institutes support designated multicultural positions, as required. 


 

Adult Migrant English Service (AMES) staff are involved in local decision making, for 

example, around course provision and assessment, through regional staff forums and 

meetings 

Future Directions. 

 

 

 

Continue to provide resources and professional support to assist specialist ESL and 

mainstream teachers to cater for the English language and literacy needs of students 

from language backgrounds other than English. 

Continue to provide resources and professional support to assist teachers to cater for the 

particular education and settlement needs of refugee students, including in rural and 

regional areas with significant numbers of refugee students. 

Continue to conduct annual audits in regions to determine Anti-racism Contact Officer 

training needs. 

45

EAPS ACTIVITY AREA 4: COMMUNICATION 

OUTCOME 

The Department effectively communicates with and promotes its programs and 

services to its culturally and linguistically diverse communities. 

The Department has a comprehensive communication strategy to ensure students, families 

and community members from language backgrounds other than English are able to access 

information about the programs and services that are available. 

The Department conducts promotions via the community language media, translates 

important or frequently requested documents into key community languages in printed and 

web-based forms, and funds access to the Telephone Interpreter Service and on-site 

interpreters. 

Achievements 

Schools 

 

In 2007-2008 a total of $570,047 was provided to support 5,986 on-site and telephone 

interpreter assignments. 

Table 2 - On-site and telephone interpreting assignments in schools by regional 

requests 1 

Type of assignment Primary Secondary TOTALS 

Onsite assignments 

Number of onsite assignments 1,229 1,361 2590 

Cost of onsite interpreting ($) 242,131 226,553 468,684 

Telephone assignments 

Number of telephone 

assignments 

1,424 1,972 3396 

Cost of telephone interpreting ($) 41,373 59,990 101,363 

Total number of assignments 2,653 3,333 5,986 

Total cost of interpreting ($) 283,504 286,543 570,047 

1 

The figures shown are net and reflect data for the calendar year Oct 2007 – Sept 2008 

Data collected throughout the year showed the ten most commonly requested languages for 

the conduct of interpreting assignments were Arabic, Vietnamese, Cantonese, Mandarin, 

Korean, Persian, Dari, Turkish, Khmer and Spanish. 

46

In 2008 the following translations were made available to schools and community 

members: 

Application to enrol in a NSW public school (green version) (34 languages) 

The seven sample letters supporting the implementation of the Suspension and 

Expulsion of School Students Procedures (Appendices 6-12) were updated to provide 

an interactive format and 5 emerging languages (Burmese, Dinka, French, Karen and 

Kirundi) added to the previously available 30 languages 

Transition to high school fact sheets titled How to enrol your child in Year 7 in a public 

high school and What are your public high school options (22 languages) 

Six interactive form letters to support the Procedures for Secondary School 

Enrolment (30 languages) 

National Assessment Program - Letter to parents and parental consent for exemption 

form (30 languages) 

Best Start – Letter to parents and Literacy and Numeracy Assessment information 

brochures (22 languages) 

Boys and Girls’ Education Strategy – information for parents (5 languages) 

PSP survey form and two supporting letters (30 languages) 

PSP community education DVD (subtitled in 4 languages) 

Saturday School of Community Languages – Reporting to parents - Levels of 

Achievement information (24 languages) 

More than 110 documents in up to 40 languages are now available on the DET 

website at www.det.nsw.edu.au/languagesupport/index.htm. 

Professional development sessions on the process for accessing interpreters and 

translations were conducted in various forums including: 

Hunter/Central Coast provided 65 School Administrative Managers, 182 Anti-Racism 

Contact Officers (ARCOs) and regional staff with professional development at 

regional sessions and ARCO Support Network meetings 

Northern Sydney devoted a session on the School Administrative Support Staff 

training day to the importance of gaining correct information on students and families 

from language backgrounds other than English 

South Western Sydney promoted the availability of translations at network meetings 

and school based workshops 

Sydney region continues to promote and provide training in the use of interpreters 

and translated materials through the CIO at community meetings, P & C meetings, 

ESL Orientation meetings, ESLIN meetings, SASS training and at ARCO training 

Western Sydney region provided training to thirty five newly appointed English as a 

Second Language (ESL) teachers, seventy school counsellors, Colyton Primary 

school (20 staff), student Welfare Officers and consultants. 

Parent information sessions were reported by schools in all regions. These included the 

following: 

Hunter/Central Coast convened two community specific meetings for Burundian, 

Sierra Leonean, Liberian and Sudanese community leaders leading to a greater 

understanding of school policies and procedures. 

174 schools (58%) in the Hunter/Central Coast region conducted parent information 

sessions, workshops or inclusive activities that resulted in the participation of parents 

from culturally and linguistically diverse communities. 

Hunter Central Coast regional officers ran 4 parent/teacher workshops supporting 

parents from culturally and linguistically diverse communities through the transition to 

Kindergarten process. 

Illawarra and South East Region provided support to 16 schools (17%) which 

required assistance in enrolling newly arrived students 

47

Illawarra and South East Region provided information to parents on educational and 

career pathways at eight community meetings and four careers expos. 

New England region ran various information sessions to support parents in their 

understanding of the public education system and DET services. These sessions 

included a day to provide information on DET services attended by 132 parents, 3 

regional workshops attended by small groups of parents and 10 school visits. 

67 schools in the North Coast region have undertaken activities to improve 

communication with their communities including provision of information in community 

languages, information meetings for newly arrived parents and carers, use of 

interpreters and the employment of bilingual teacher aides. 

Northern Sydney region conducted education information sessions at 4 schools (112 

participants) and at 4 local churches, three community organisations and one local 

council (339 participants) for parents from culturally and linguistically diverse 

backgrounds. 

Northern Sydney conducted information sessions for parents and students from 

language backgrounds other than English on vocational education and training 

pathways to improve students’ ability to make informed choices for subject and 

course selection. 

Riverina region conducted parent forums in three schools to provide information 

about schooling in NSW, Best Start and NAPLAN with 18 people attending from five 

cultural backgrounds. 

70 schools in South Western Sydney conducted workshops for Year 10 parents on 

subject selection, parenting adolescents, helping with homework, reading with your 

child and healthy food choices. 

South Western Sydney region ran information meetings for culturally and linguistically 

diverse parents on NAPLAN with 632 participants attending. 

3232 parents and community members from culturally and linguistically diverse 

backgrounds and more than 94 schools were supported by South Western Sydney 

through a range of school based initiatives including meetings, information sessions 

and workshops. 

Sydney region worked closely with 20 schools to support parents and students in the 

building of school and community partnerships and provided translated information in 

Best Start workshops and NAPLAN information days. 

Western NSW presented information sessions on schooling NSW at the W NSW 

Parent Expo, at Migrant Support Network meetings and in workshops. 

Schools and newly arrived parents in Western NSW were supported in the enrolment 

process in numerous locations throughout the region. 

Western Sydney region conducted community meetings in partnership with 

Blacktown Migrant Resource Centre providing information on transition to school, 

Department policies and how to provide parental support for their children’s learning. 

Thirteen workshops outlining aspects of schooling in NSW and encouraging parents 

to participate in school committees were conducted in Western Sydney for parents 

from culturally and linguistically diverse communities with 1159 people attending. 

Western Sydney held parent evenings providing information on trade based 

traineeships in conjunction with local community partnerships. 

 

 

The Department’s Teaching and Learning Exchange (TALE) website hosts a parents and 

community portal which links to relevant translated resources on other government 

websites which assist parents to support their children’s learning. In 2008 the Family- 

School and Community Partnerships website was linked providing information in 15 

languages at: http://www.familyschool.org.au/ 

The NSW Department of Education and Training maintained and added to the National 

Literacy and Numeracy Week website-based resources in collaboration with other 

48

education sectors in the production of translated parent resources. In 2008 podcasts of 

Literacy and Numeracy Tips and What is NAPLAN information were posted to the 

website in 6 languages. 

 

In 2007-2008, three advertising campaigns were conducted in 22 languages on SBS and 

community radio stations to promote the Department’s translated information websites. 

People without access to the Internet were provided with a contact phone number and 

could request the translations in hard copy. 

In 2008 Corporate Marketing coordinated radio advertisements for Education Week in 22 

different languages across 12 radio stations. 

TAFE NSW and Adult and Community Education 

TAFE NSW implements communication strategies to promote access to its programs and 

services by people from ethnic minority communities and groups. The strategies include 

development and translation of materials into key community languages, use of interpreters 

and promotion of programs and services at key community and ethno-specific community 

events. TAFE NSW Institutes implement targeted initiatives to reach recently arrived small 

and emerging ethnic minority communities. 

The Adult Migrant English Service (AMES) also uses a range of strategies to communicate 

with its client groups. These include the provision of promotional materials, information 

about courses and services on the AMES website in a range of community languages, and 

the provision of first language assistance to students through the use of bilingual AMES staff 

and translation and interpreting services. In addition, AMES advertises in a range of local 

newspapers and the ethnic press as well as through community noticeboards. Students 

enrolling for the Adult Migrant English Program (AMEP) and the Language Literacy and 

Numeracy Program (LLNP) receive comprehensive written material which is available in 15 

languages. 

Adult and Community Education colleges provide students participating in AMEP programs 

with course information in their first language (15 languages). 


 

 

 

 

TAFE NSW - Hunter Institute developed a CD-Rom titled: TAFE NSW Hunter Institute 

and Vocational Pathways Presentation. This CD-ROM includes audio in various African 

community languages. 

Institutes continued to use interpreting and translation services, most frequently 

telephone and on-site to promote effective communication with students, intending 

students and clients from a non-English speaking background. 

TAFE NSW - OTEN placed advertisements in 58 ethnic newspapers in NSW and other 

States, targeting people from non–English speaking backgrounds wishing to study by 

distance. These advertisements, at a total cost of $13,180, promoted vocational, bridging 

and language courses. 

TAFE NSW - New England Institute designed website products providing information 

about student support services, including counselling, learner support, libraries, student 

association, and disabilities support. This information was translated into Dinka to assist 

Sudanese customers. 

49

Institutes promoted TAFE NSW programs and services to ethnic minority communities, 

and in particular recently arrived communities, by conducting information sessions for 

targeted ethnic minority groups, organising expos in partnership with other government 

and non-government agencies and by conducting information stalls at a diverse range of 

community festivals and events. 

TAFE NSW - Western Sydney Institute IMECs participated in community specific cultural 

expos to promote awareness of study options available in TAFE NSW and VET 

pathways. The expos targeted members of recently arrived communities through, for 

example, a Sudanese Community Awareness Night, the Blacktown Expo, the Mt Druitt 

Festival, the Blacktown Migrant Resource Centre Employment Expo at Blacktown, the 

Philippine Sydney Fiesta Kultura 2008 and the African Festival 2008. 

 

A brochure on recognition of overseas qualifications, skills and experience was 

developed to assist migrants and refugees from non-English speaking backgrounds. It 

will assist students who enrol in or seek to enrol in TAFE NSW to understand the concept 

of recognition, particularly Recognition of Prior Learning, and to access recognition 

services for study and employment purposes. The brochure - Do you have overseas 

qualifications and skills - Apply for recognition is a Commonwealth and State funded 

project initiative and is being translated into 12 community languages. The brochure will 

be available on the TAFE NSW internet site in 2009. 


 

 

The Adult Migrant English Service (AMES) promotional materials were designed in line 

with a new Corporate Identity. New materials were distributed at community fairs and 

expos, through interagency meetings and forums. In addition, NSW AMES services were 

promoted through the sponsorship of activities such as World Refugee Week. 

The Adult Migrant English Service (AMES) has 65 members of staff fluent in languages 

other than English and who are available to assist students in their first language. Of 

these nine are clerical staff members who receive a CLAS allowance. In addition, AMES 

spent nearly $20,000 on interpreting services in 2007-08. 

Strategies 

Schools 

 

 

 

 

The Department continued to promote effective communication between schools, parents 

and community members through the provision of qualified on-site and telephone 

interpreters for such purposes as the facilitation of school enrolment processes, reports 

on student progress, subject selection, matters concerning student behaviour, welfare or 

attendance and in parent interviews with the school counsellor, principal or year adviser. 

The Department maintains and updates website pages containing information about 

interpreting and translating services at 

www.schools.nsw.edu.au/adminsupport/intertranslate.php 

The Department continues to facilitate the delivery of quality services to members of the 

public who speak a language other than English through the Community Language 

Allowance Scheme (CLAS) initiative. 

The availability and means of access to interpreters and translations is promoted through 

professional development sessions with school staff. 

50

Schools conduct parent information sessions such as Kindergarten orientation, transition 

to high school and the schooling system in NSW using interpreters and providing 

translated information. 

Effective communication with parents, carers and community members is also supported 

through the translation of relevant materials, including policies, brochures and information 

relating to specific programs and services. 

The Department includes links on its websites to relevant translations on other 

government websites. 

Professional development provided to schools by regional staff to promote the use of 

interpreters and translated materials in schools with parents from language backgrounds 

other than English. 

Advertising campaigns are conducted on SBS and community radio stations in 

community languages to advertise the website address of the Department’s translated 

information. 


 

 

 

Institutes market and promote services and courses to a multicultural audience, using a 

range of media including print, audio-visual, online and targeting languages based on 

client group analysis and issue relevance. 

Institutes allocate resources for interpreter services and translation of materials and 

inform targeted clients and potential clients from non-English speaking backgrounds of 

their availability 

The TAFE NSW internet site contains clear and relevant information for students from 

non-English speaking backgrounds on services available to assist them to enrol and 

undertake their studies in TAFE NSW 


 

 

The Adult Migrant English Service (AMES) markets and promotes its services and 

courses to migrants and refugees in English and a range of community languages by 

using a range of media including print, audio-visual and online. 

The NSW AMES web site contains clear and relevant information on its courses and 

services in English and fourteen main languages. 


Schools 

 

 

 

Continue to promote effective communication with parents and community members from 

diverse linguistic communities through the provision of interpreters and translated 

information. 

Continue to provide further training to staff on how to access interpreters. 

Investigate the most effective ways of providing information in some African languages 

not currently available. 

51


 

 

 

TAFE NSW - New England Institute has identified a need for translated information about 

TAFE NSW specific programs and services to meet the needs of emerging ethnic 

minority communities. 

TAFE NSW - South Western Sydney Institute has identified a need for appropriate 

interpreting and translating services for the Karen community. 

TAFE NSW - Western Institute will continue to explore new technologies and other 

strategies to enhance its ability to successfully market and promote services and courses 

for ethnic minority groups. An increased emphasis on the use of multicultural media 

services will be incorporated in the marketing and promotional plan. 

52

EAPS ACTIVITY AREA 5: FUNDED SERVICES 

OUTCOME 

The Department’s services funded through external providers and via grants 

programs meet the needs of culturally and linguistically diverse communities. 

The Principles of Multiculturalism are embedded in all funding agreements for key funded 

services including contracted training provision, traineeships and access programs. This 

ensures the application of equity strategies in the conduct of projects and the provision of 

services. 

While the Department provides funding to some community organisations to provide services 

to targeted groups of students, funded services do not form a major part of the Department’s 

activities. 

Achievements 

 

 

 

 

The Links to Learning Community Grants Program reported: 

976 or 27% of participants were from culturally and linguistically diverse backgrounds. 

A high percentage of participants moved to further education or training activities or 

obtained employment as a result of participating in the program. 

Nine Links to Learning projects, designed specifically for young people from culturally 

and linguistically diverse backgrounds were funded at a total of $860,666. 425 young 

people participated. 

NSW Community Languages Schools Program reported: 

231 community organisations were funded to conduct 268 community language 

schools catering for 30,410 students learning their first/heritage language 

instruction was provided in 49 languages in 447 locations 

all funded community languages schools used NSW Board of Studies or Saturday 

School of Community Languages approved syllabuses 

a total of more than $2 million in grants to community organisations was distributed 

through the NSW Community Languages Schools Program. 

The Annual Minister’s Awards for Excellence in Student Achievement Community 

Languages Schools Student of the Year received over 300 nominations in 2008. 

Training provided under the auspices of the NSW Community Languages Schools 

Program during 2008 included: 

14 short courses delivered during Semester 1 and 2. Short courses were delivered 

during Semester 2 by three Program Support Officers covering subjects such as 

Programming from Resource Materials, Programming Scope and Sequence, Lesson 

Planning and Designing Units of Work, Classroom Management, Testing Assessment 

and Reporting, and Student Learning and Management Principles. 

53

Links to Learning Community Grants Program distributes funding to approved community 

organisation and local government authorities to conduct programs for young people at 

risk of discontinuing education. 

NSW Community Languages Schools Program distributes funding to community 

organisations to conduct community languages for school aged children to maintain and 

develop linguistic and cultural heritage. 

NSW Community Languages Schools Program annually holds the Ministers Awards for 

Excellence in Student Achievement Community Languages Schools Student of the Year 

to recognise language achievement, language proficiency and contribution to the 

community. 

NSW Community Languages Schools Program delivers a range of both in-service and 

external professional development courses for community language teachers in program 

management, policy development, discipline, resource development, assessment and 

reporting. 

54

NSW Department of Education and Training

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